Hoa-Huy Nguyen, Loc Nguyen Duc, Kien Do Trung, Long Dang Hoang, Thi Vu, T. V. Vu, V. A. Nguyen
Learning styles play a vital role in determining an individual student's best learning methods and suitable types of learning materials. Based on a survey that collects information about learners' learning styles in offline and online environments, chosen from Felder-Silverman Learning Style Model (FSLM) and David Kolb Learning Style Model, we have developed a model to group students based on their characteristics. Specifically, the data collected from 546 learners in 2 universities in Vietnam are put into clustering using the K-Means algorithm, then labelled and classified by Support Vector Machine (SVM) and Extreme Gradient Boosting (XGBoost) algorithm, and finally evaluated based on precision, recall, and F1 score metric to find the number of suitable groups. The results show a new learning model with four different learning styles, each corresponding to a category in the FSLM and David Kolb model, with values on the accuracy, precision, recall, and f1 score equaling 96%. With the strength of combining the theory of all three different learning style models, along with a machine learning model with high accuracy on a rather large data set, the research results promise to make a positive contribution to the problem of personalized learning content, helping learners have the most effective learning experience.
{"title":"Applying machine learning techniques to detect student's learning styles","authors":"Hoa-Huy Nguyen, Loc Nguyen Duc, Kien Do Trung, Long Dang Hoang, Thi Vu, T. V. Vu, V. A. Nguyen","doi":"10.1145/3572549.3572622","DOIUrl":"https://doi.org/10.1145/3572549.3572622","url":null,"abstract":"Learning styles play a vital role in determining an individual student's best learning methods and suitable types of learning materials. Based on a survey that collects information about learners' learning styles in offline and online environments, chosen from Felder-Silverman Learning Style Model (FSLM) and David Kolb Learning Style Model, we have developed a model to group students based on their characteristics. Specifically, the data collected from 546 learners in 2 universities in Vietnam are put into clustering using the K-Means algorithm, then labelled and classified by Support Vector Machine (SVM) and Extreme Gradient Boosting (XGBoost) algorithm, and finally evaluated based on precision, recall, and F1 score metric to find the number of suitable groups. The results show a new learning model with four different learning styles, each corresponding to a category in the FSLM and David Kolb model, with values on the accuracy, precision, recall, and f1 score equaling 96%. With the strength of combining the theory of all three different learning style models, along with a machine learning model with high accuracy on a rather large data set, the research results promise to make a positive contribution to the problem of personalized learning content, helping learners have the most effective learning experience.","PeriodicalId":256802,"journal":{"name":"Proceedings of the 14th International Conference on Education Technology and Computers","volume":"204 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114966894","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 engineering practice ability of young teachers directly affects the quality of cultivation of applied talents, so it becomes especially important to objectively evaluate the engineering practice ability of teachers and adopt targeted teacher training methods based on the evaluation results. This paper establishes an index system with subject teaching, practical ability, scientific research and innovation, communication and expression and personality quality as the first-level indicators, uses the improved AHP method to determine the weights of the indicators, and establishes the IF-TOPSIS model to evaluate the engineering practice ability of young teachers. The cases show that the model can effectively and reasonably evaluate the engineering practice ability of young teachers in colleges and universities, and provides a basis for scientific evaluation of the engineering practice ability of young teachers.
{"title":"A New Method to Evaluate the Engineering Practice Ability of Young University Teachers","authors":"Kaina Zhao, Zhiping Wang","doi":"10.1145/3572549.3572628","DOIUrl":"https://doi.org/10.1145/3572549.3572628","url":null,"abstract":"The engineering practice ability of young teachers directly affects the quality of cultivation of applied talents, so it becomes especially important to objectively evaluate the engineering practice ability of teachers and adopt targeted teacher training methods based on the evaluation results. This paper establishes an index system with subject teaching, practical ability, scientific research and innovation, communication and expression and personality quality as the first-level indicators, uses the improved AHP method to determine the weights of the indicators, and establishes the IF-TOPSIS model to evaluate the engineering practice ability of young teachers. The cases show that the model can effectively and reasonably evaluate the engineering practice ability of young teachers in colleges and universities, and provides a basis for scientific evaluation of the engineering practice ability of young teachers.","PeriodicalId":256802,"journal":{"name":"Proceedings of the 14th International Conference on Education Technology and Computers","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115684722","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}
With the development of COVID-19, more and more courses begin to be transferred to online teaching. The OMO teaching mode that focuses on offline teaching within a certain period of time and completes online teaching interaction at a later stage has become a trend. Based on the current teaching practice of music education in Colleges and universities, the paper combines teaching with Internet new media technology under the current environmental situation, realizes the new mode of offline and online joint teaching, realizes student-centered unlimited learning, completes the informatization and real-time teaching, and improves the teaching results..
{"title":"Application of OMO Teaching Mode in Music Education in Colleges","authors":"Chenyu Wang, Xiao-bing Ma, Shichang Zhong","doi":"10.1145/3572549.3572560","DOIUrl":"https://doi.org/10.1145/3572549.3572560","url":null,"abstract":"With the development of COVID-19, more and more courses begin to be transferred to online teaching. The OMO teaching mode that focuses on offline teaching within a certain period of time and completes online teaching interaction at a later stage has become a trend. Based on the current teaching practice of music education in Colleges and universities, the paper combines teaching with Internet new media technology under the current environmental situation, realizes the new mode of offline and online joint teaching, realizes student-centered unlimited learning, completes the informatization and real-time teaching, and improves the teaching results..","PeriodicalId":256802,"journal":{"name":"Proceedings of the 14th International Conference on Education Technology and Computers","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127124542","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 meta-analysis examined research on the effects of different teaching approaches on students’ computational thinking (CT) from 2010 to 2022. A total of 35 articles met inclusion criteria and were included in the final analysis with a total of 49 independent effect sizes. The meta-analysis results showed that the current K-12 teaching has a moderate positive impact on the development of students' computational thinking (g=0.548). Pair programming, unplugged activities, and project-based learning have the most significant effects, which are more helpful in cultivating students’ computational thinking. Moreover, we analyzed the impact of moderator variables on the relationship between K-12 teaching and computational thinking. Findings revealed that the effects of CT education were more substantial (a) for middle school students than for primary school students, (b) in interdisciplinary courses than in computer science courses, (c) with collaborative learning activities than with individual learning activities. Based on this, we suggest that paired programming, unplugged activities, and project-based learning, which are based on collaborative learning, should be used more for CT education. In addition, schools should develop interdisciplinary courses to promote computational thinking migration in different disciplines.
{"title":"The Effectiveness of Teaching Approaches in Computational Thinking Education: A Meta-Analysis","authors":"Yuxiang Chen, Yining Wang, Yanyan Li","doi":"10.1145/3572549.3572611","DOIUrl":"https://doi.org/10.1145/3572549.3572611","url":null,"abstract":"This meta-analysis examined research on the effects of different teaching approaches on students’ computational thinking (CT) from 2010 to 2022. A total of 35 articles met inclusion criteria and were included in the final analysis with a total of 49 independent effect sizes. The meta-analysis results showed that the current K-12 teaching has a moderate positive impact on the development of students' computational thinking (g=0.548). Pair programming, unplugged activities, and project-based learning have the most significant effects, which are more helpful in cultivating students’ computational thinking. Moreover, we analyzed the impact of moderator variables on the relationship between K-12 teaching and computational thinking. Findings revealed that the effects of CT education were more substantial (a) for middle school students than for primary school students, (b) in interdisciplinary courses than in computer science courses, (c) with collaborative learning activities than with individual learning activities. Based on this, we suggest that paired programming, unplugged activities, and project-based learning, which are based on collaborative learning, should be used more for CT education. In addition, schools should develop interdisciplinary courses to promote computational thinking migration in different disciplines.","PeriodicalId":256802,"journal":{"name":"Proceedings of the 14th International Conference on Education Technology and Computers","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125857934","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}
Programming courses, the entry of the digital world, can be overwhelming to freshers, especially for international students experiencing academic transition. To better understand and improve international students’ programming learning experience, we conducted two studies. The first study identified international students’ lack of intrinsic motivation and low engagement. The second study implemented a gamification approach to motivate and engage international students in programming learning and smooth their academic transition. The study showed positive results regarding the impacts of gamification on students’ learning performance and intrinsic motivation.
{"title":"Enhancing Chinese International Students’ Motivation and Engagement in a STEM Subject in UK Higher Education: A Case of Gamification in Programming","authors":"Chen Cao, Xin Zhao, F. Hopfgartner","doi":"10.1145/3572549.3572551","DOIUrl":"https://doi.org/10.1145/3572549.3572551","url":null,"abstract":"Programming courses, the entry of the digital world, can be overwhelming to freshers, especially for international students experiencing academic transition. To better understand and improve international students’ programming learning experience, we conducted two studies. The first study identified international students’ lack of intrinsic motivation and low engagement. The second study implemented a gamification approach to motivate and engage international students in programming learning and smooth their academic transition. The study showed positive results regarding the impacts of gamification on students’ learning performance and intrinsic motivation.","PeriodicalId":256802,"journal":{"name":"Proceedings of the 14th International Conference on Education Technology and Computers","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125282437","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}
O. Curro-Urbano, Carmen Chauca, Ynés Phun-Pat, Maritza Arones
Universities worldwide had to close their doors due to the Covid-19 health emergency, and from face-to-face classes go to the virtual modality, being the theoretical/practical nursing career to carry out the virtual simulation, through their homes. The objective of the research was to describe the satisfaction of virtual simulation learning and academic performance, in the context of Covid-19, in nursing students at a Public University-2021. The survey was applied to 186 students of the Faculty of Nursing, of the semesters: III, IV, VII and VIII of the Public University of Ica-Peru. It was a mixed approach study, applying a 15-question Likert scale questionnaire, presenting the physical format. It is concluded that young students are satisfied with virtual simulation learning and it is not related to the grades obtained by a group in their academic performance.
{"title":"Satisfaction with virtual simulation learning and academic performance in the context of COVID-19 in nursing students at a public university - Peru","authors":"O. Curro-Urbano, Carmen Chauca, Ynés Phun-Pat, Maritza Arones","doi":"10.1145/3572549.3572573","DOIUrl":"https://doi.org/10.1145/3572549.3572573","url":null,"abstract":"Universities worldwide had to close their doors due to the Covid-19 health emergency, and from face-to-face classes go to the virtual modality, being the theoretical/practical nursing career to carry out the virtual simulation, through their homes. The objective of the research was to describe the satisfaction of virtual simulation learning and academic performance, in the context of Covid-19, in nursing students at a Public University-2021. The survey was applied to 186 students of the Faculty of Nursing, of the semesters: III, IV, VII and VIII of the Public University of Ica-Peru. It was a mixed approach study, applying a 15-question Likert scale questionnaire, presenting the physical format. It is concluded that young students are satisfied with virtual simulation learning and it is not related to the grades obtained by a group in their academic performance.","PeriodicalId":256802,"journal":{"name":"Proceedings of the 14th International Conference on Education Technology and Computers","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121996069","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}
Chukwuka Victor Obionwu, David Broneske, Gunter Saake
While there have been advancements in the design, and implementation of pedagogically sound online lectures, exercise tasks, and accompanying projects are still a shortfall in replicating the informal learning sessions observed in traditional lecture scenarios. However, in recent years, learning systems integrated with social platforms have proved indispensable when it comes to facilitating peer interaction. These platforms provide avenues where users can share their ideas, knowledge, and receive feedback on any topic. In academic setting, microblogging affords a channel through which students can either get feedback responses, social and cognitive help from their classmates or faculty. This avoidance is essential for stimulating informal learning activities that usually occur after lectures. To this end, our goal in this endeavor is to examine how microblogging can be employed in facilitating skill acquisition, and informal learning. We further explore how instructional feedback, an essential part of traditional teaching method, can be conveyed via microblogging platforms.
{"title":"Microblogs-A means for simulating informal learning beyond classrooms","authors":"Chukwuka Victor Obionwu, David Broneske, Gunter Saake","doi":"10.1145/3572549.3572585","DOIUrl":"https://doi.org/10.1145/3572549.3572585","url":null,"abstract":"While there have been advancements in the design, and implementation of pedagogically sound online lectures, exercise tasks, and accompanying projects are still a shortfall in replicating the informal learning sessions observed in traditional lecture scenarios. However, in recent years, learning systems integrated with social platforms have proved indispensable when it comes to facilitating peer interaction. These platforms provide avenues where users can share their ideas, knowledge, and receive feedback on any topic. In academic setting, microblogging affords a channel through which students can either get feedback responses, social and cognitive help from their classmates or faculty. This avoidance is essential for stimulating informal learning activities that usually occur after lectures. To this end, our goal in this endeavor is to examine how microblogging can be employed in facilitating skill acquisition, and informal learning. We further explore how instructional feedback, an essential part of traditional teaching method, can be conveyed via microblogging platforms.","PeriodicalId":256802,"journal":{"name":"Proceedings of the 14th International Conference on Education Technology and Computers","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124712147","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}
Guozhu Ding, Jiaxin Liu, Xuan Liu, Tao Jiang, Guanjian Liang
Computational Thinking (CT) is a key component of 21st century education. With that visual programming has become a major tool for primary school students to learn programming. In response to the current difficulties of primary school students in transitioning from visual programming learning to C++ programming learning, this paper develops an online programming teaching system based on the Goc programming for primary school students for introductory C++ programming learning (www.51goc.com). The system has the characteristics of visualization of programming results, game-based teaching and service of teaching. The usefulness and reliability of the system has been verified through its implementation in Foshan, Guangdong for nearly three years, which has helped in the teaching of programming.
{"title":"Design and Development of a Text Programming Teaching System for Primary school Students","authors":"Guozhu Ding, Jiaxin Liu, Xuan Liu, Tao Jiang, Guanjian Liang","doi":"10.1145/3572549.3572589","DOIUrl":"https://doi.org/10.1145/3572549.3572589","url":null,"abstract":"Computational Thinking (CT) is a key component of 21st century education. With that visual programming has become a major tool for primary school students to learn programming. In response to the current difficulties of primary school students in transitioning from visual programming learning to C++ programming learning, this paper develops an online programming teaching system based on the Goc programming for primary school students for introductory C++ programming learning (www.51goc.com). The system has the characteristics of visualization of programming results, game-based teaching and service of teaching. The usefulness and reliability of the system has been verified through its implementation in Foshan, Guangdong for nearly three years, which has helped in the teaching of programming.","PeriodicalId":256802,"journal":{"name":"Proceedings of the 14th International Conference on Education Technology and Computers","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123915609","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}
Knowledge Building as a pedagogy supports collaborative work between students to improve ideas. The result of knowledge-building discourse in student communities is the development of academic artifacts. Student reports are academic artifacts that can result from a knowledge-building process during their learning. However, the automatic analysis of student reports is quite challenging due to the documents’ length and written language. Given this context, our goal is to analyze the semantic similarity between student reports and curriculum literature using the information coverage measure based on the Skip-gram word2vec model. Word2vec is a well-known set of techniques that provides a way to create a representation of words to predict the nearby words between every word and its context to capture the internal semantic and syntactic information. In this work, through the experimental comparison between the vocabulary list, the best similarity value is 0.90 using word2vec. The results show that each student report was aligned with each document in the curriculum literature using the information coverage measure based on word2vec.
{"title":"Semantic similarity analysis between the student's reports with the authoritative sources","authors":"Veronica Segarra-Faggioni, S. Ratté, F. De Jong","doi":"10.1145/3572549.3572645","DOIUrl":"https://doi.org/10.1145/3572549.3572645","url":null,"abstract":"Knowledge Building as a pedagogy supports collaborative work between students to improve ideas. The result of knowledge-building discourse in student communities is the development of academic artifacts. Student reports are academic artifacts that can result from a knowledge-building process during their learning. However, the automatic analysis of student reports is quite challenging due to the documents’ length and written language. Given this context, our goal is to analyze the semantic similarity between student reports and curriculum literature using the information coverage measure based on the Skip-gram word2vec model. Word2vec is a well-known set of techniques that provides a way to create a representation of words to predict the nearby words between every word and its context to capture the internal semantic and syntactic information. In this work, through the experimental comparison between the vocabulary list, the best similarity value is 0.90 using word2vec. The results show that each student report was aligned with each document in the curriculum literature using the information coverage measure based on word2vec.","PeriodicalId":256802,"journal":{"name":"Proceedings of the 14th International Conference on Education Technology and Computers","volume":"134 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123212950","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}
I. Aldalur, Urtzi Markiegi, Xabier Valencia, Javier Cuenca, M. Illarramendi
In recent years, the use of technology is gaining weight in higher education. Today’s students are digital natives and e-Learning is common for them. Furthermore, they find traditional teaching methods tedious. In order to improve their motivation, different strategies are used, for instance, Flipped Classroom instructional model or gamification. One of the fundamental steps of the Flipped Classroom approach is the application of quizzes to assess the knowledge acquired by the students in the theoretical activity that they develop at home. Tools such as Google forms, Moodle or Kahoot can be used for these quizzes. Based on our experience of introducing the Flipped Classroom approach in the computer science degree in 11 subjects, we show the advantages and disadvantages of each of analyzed tools. Class quizzes results show that the theoretical subjects obtained a higher success rate and also in the subjects in which Kahoot was used, the results were higher. In addition, students rated better the Flipped Classroom surveys in which Kahoot was used. Finally, the application of Flipped Classroom approach improved the students’ assessment of those subjects when compared to the previous course.
{"title":"E-Learning Experience with Flipped Classroom Quizzes Using Kahoot, Moodle and Google Forms: A Comparative Study","authors":"I. Aldalur, Urtzi Markiegi, Xabier Valencia, Javier Cuenca, M. Illarramendi","doi":"10.1145/3572549.3572563","DOIUrl":"https://doi.org/10.1145/3572549.3572563","url":null,"abstract":"In recent years, the use of technology is gaining weight in higher education. Today’s students are digital natives and e-Learning is common for them. Furthermore, they find traditional teaching methods tedious. In order to improve their motivation, different strategies are used, for instance, Flipped Classroom instructional model or gamification. One of the fundamental steps of the Flipped Classroom approach is the application of quizzes to assess the knowledge acquired by the students in the theoretical activity that they develop at home. Tools such as Google forms, Moodle or Kahoot can be used for these quizzes. Based on our experience of introducing the Flipped Classroom approach in the computer science degree in 11 subjects, we show the advantages and disadvantages of each of analyzed tools. Class quizzes results show that the theoretical subjects obtained a higher success rate and also in the subjects in which Kahoot was used, the results were higher. In addition, students rated better the Flipped Classroom surveys in which Kahoot was used. Finally, the application of Flipped Classroom approach improved the students’ assessment of those subjects when compared to the previous course.","PeriodicalId":256802,"journal":{"name":"Proceedings of the 14th International Conference on Education Technology and Computers","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121382989","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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