Pub Date : 2017-11-15DOI: 10.1504/IJSMILE.2017.10008882
S. Lei, Ya Ru Wang, Hong Wang, Dinghui Sun, Y. Cao, Zhong Zheng
Learning analytics (LA), through the collection and analysis of the relevant data of students to assess, predict and optimise teaching and learning, provides a reliable technical support for the implementation of individualised teaching. The purpose of this article is to review currently published research studies focusing on learning analytics. This review focuses on the theoretical and practical studies of LA. We summarise the hitherto accumulated state of knowledge concerning LA: (a) theoretical frameworks and models of LA; (b) practical research including the data collection dimension of LA, tools and methods for data mining and analysis, and the relationship between the learners' data and outcomes and (c) the current application status of LA. The conclusion overall suggests that LA has potential to realise individualised teaching and learning. However, it also encounters some challenges.
{"title":"A literature review on learning analytics","authors":"S. Lei, Ya Ru Wang, Hong Wang, Dinghui Sun, Y. Cao, Zhong Zheng","doi":"10.1504/IJSMILE.2017.10008882","DOIUrl":"https://doi.org/10.1504/IJSMILE.2017.10008882","url":null,"abstract":"Learning analytics (LA), through the collection and analysis of the relevant data of students to assess, predict and optimise teaching and learning, provides a reliable technical support for the implementation of individualised teaching. The purpose of this article is to review currently published research studies focusing on learning analytics. This review focuses on the theoretical and practical studies of LA. We summarise the hitherto accumulated state of knowledge concerning LA: (a) theoretical frameworks and models of LA; (b) practical research including the data collection dimension of LA, tools and methods for data mining and analysis, and the relationship between the learners' data and outcomes and (c) the current application status of LA. The conclusion overall suggests that LA has potential to realise individualised teaching and learning. However, it also encounters some challenges.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123828414","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 purpose of this article is to review current developments focusing on the use of programming education in primary and secondary schools in various countries. The aim of the review is not only to introduce the different types of individual countries in promoting programming education, but also to help governments, enterprises, educational practitioners and researchers to understand the current developments of the programming education and to provide a reference for promoting programming education. The review is organised into four parts that cover different aspects of current research: (a) governments' attention, (b) enterprises' support, (c) colleges and universities' assistance; and (d) implementation in primary and secondary schools. We summarised four findings: (a) governments' attention is the foundation of developing programming education effectively, (b) the enterprises can make people touch and understand the programming education more easily, (c) colleges and universities play their roles in connecting schools and programming education, and (d) the schools are like bricks in the whole programming education development framework. The overall conclusions suggest that the governments, enterprises, colleges and universities and schools work together to promote programming education.
{"title":"The research on programming education in elementary schools from five countries","authors":"Yuhe Tian, Jiayi Xiao, Jinjin Jiang, Hongyan Wang, Yuan Yuan","doi":"10.1504/IJSMILE.2017.10008878","DOIUrl":"https://doi.org/10.1504/IJSMILE.2017.10008878","url":null,"abstract":"The purpose of this article is to review current developments focusing on the use of programming education in primary and secondary schools in various countries. The aim of the review is not only to introduce the different types of individual countries in promoting programming education, but also to help governments, enterprises, educational practitioners and researchers to understand the current developments of the programming education and to provide a reference for promoting programming education. The review is organised into four parts that cover different aspects of current research: (a) governments' attention, (b) enterprises' support, (c) colleges and universities' assistance; and (d) implementation in primary and secondary schools. We summarised four findings: (a) governments' attention is the foundation of developing programming education effectively, (b) the enterprises can make people touch and understand the programming education more easily, (c) colleges and universities play their roles in connecting schools and programming education, and (d) the schools are like bricks in the whole programming education development framework. The overall conclusions suggest that the governments, enterprises, colleges and universities and schools work together to promote programming education.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114522604","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 : 2017-11-15DOI: 10.1504/IJSMILE.2017.10008885
Zhiqiang Ma, Jing Wang, Qinqin Long, Lili Kong
The purpose of this study was to identify the effects of peer feedback on acceptance and revision in English as second language writing. We investigated the relationship between the types of students' feedback, its acceptance by the receiver and its use for the revision of students' writings in the University of Mainland China. Structural equation model was used to analyse the relationship. The key findings included that the revision feedback and analysis feedback were easier to be accepted by students compared with other types of feedback, but only revision feedback was adopted by the students. It showed a significant relationship between the acceptance of feedback and the utilisation of this feedback.
{"title":"The effects of peer feedback on ESL writing revision among university students in China","authors":"Zhiqiang Ma, Jing Wang, Qinqin Long, Lili Kong","doi":"10.1504/IJSMILE.2017.10008885","DOIUrl":"https://doi.org/10.1504/IJSMILE.2017.10008885","url":null,"abstract":"The purpose of this study was to identify the effects of peer feedback on acceptance and revision in English as second language writing. We investigated the relationship between the types of students' feedback, its acceptance by the receiver and its use for the revision of students' writings in the University of Mainland China. Structural equation model was used to analyse the relationship. The key findings included that the revision feedback and analysis feedback were easier to be accepted by students compared with other types of feedback, but only revision feedback was adopted by the students. It showed a significant relationship between the acceptance of feedback and the utilisation of this feedback.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117085175","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 : 2017-11-15DOI: 10.1504/IJSMILE.2017.10008890
Sumit Kawate, Kailas Patil
The use of social media is the most common trend among the activities of today's people. Social networking sites offer today's teenagers a platform for communication and entertainment. They use social media to collect more information from their friends and followers. The vastness of social media sites ensures that not all of them provide a decent environment for children. In such cases, the impact of the negative influences of social media on teenage users increases with an increase in the use of offensive language in social conversations. This increase could lead to frustration, depression and a large change in their behaviour. Hence, we propose a novel approach to classify bad language usage in text conversations. We have considered the English and Marathi languages as the medium for textual conversation. We have developed our system based on a foul language classification approach; it is based on an improved version of a decision tree that detects offensive language usage in a conversation. As per our evaluation, we found that teenage user conversation is not decent all the time. We trained 3651 observations for six context categories using a Naive Bayes algorithm for context detection. Then, the system classifies the use of foul language in one of the trained context in the text conversation. In our testbed, we observed 38% of participants used foul language during their text conversation. Hence, our proposed approach can identify the impact of foul language in text conversations using a classification technique and emotion detection to identify the foul language usage.
{"title":"Analysis of foul language usage in social media text conversation","authors":"Sumit Kawate, Kailas Patil","doi":"10.1504/IJSMILE.2017.10008890","DOIUrl":"https://doi.org/10.1504/IJSMILE.2017.10008890","url":null,"abstract":"The use of social media is the most common trend among the activities of today's people. Social networking sites offer today's teenagers a platform for communication and entertainment. They use social media to collect more information from their friends and followers. The vastness of social media sites ensures that not all of them provide a decent environment for children. In such cases, the impact of the negative influences of social media on teenage users increases with an increase in the use of offensive language in social conversations. This increase could lead to frustration, depression and a large change in their behaviour. Hence, we propose a novel approach to classify bad language usage in text conversations. We have considered the English and Marathi languages as the medium for textual conversation. We have developed our system based on a foul language classification approach; it is based on an improved version of a decision tree that detects offensive language usage in a conversation. As per our evaluation, we found that teenage user conversation is not decent all the time. We trained 3651 observations for six context categories using a Naive Bayes algorithm for context detection. Then, the system classifies the use of foul language in one of the trained context in the text conversation. In our testbed, we observed 38% of participants used foul language during their text conversation. Hence, our proposed approach can identify the impact of foul language in text conversations using a classification technique and emotion detection to identify the foul language usage.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"103 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127457967","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 : 2017-11-15DOI: 10.1504/IJSMILE.2017.10008891
Syafiqah Ryaihanny Sahrom
Social media applications have shown its potential in enhancing teaching and learning in the educational field. Hence, the objective of this paper is to review 30 published articles to find out how social media has been used in recent years, dated from 2014 to 2017. This paper focused on three social media applications: Facebook, Twitter and WhatsApp. Positive and negative outcomes of these three social media applications for teaching and learning were identified. They were commonly used as a communication tool, sharing of materials as well as a platform for discussion. Measures to be taken by teachers and school leaders when incorporating these social media applications were then discussed.
{"title":"The use of social media for teaching and learning in recent years","authors":"Syafiqah Ryaihanny Sahrom","doi":"10.1504/IJSMILE.2017.10008891","DOIUrl":"https://doi.org/10.1504/IJSMILE.2017.10008891","url":null,"abstract":"Social media applications have shown its potential in enhancing teaching and learning in the educational field. Hence, the objective of this paper is to review 30 published articles to find out how social media has been used in recent years, dated from 2014 to 2017. This paper focused on three social media applications: Facebook, Twitter and WhatsApp. Positive and negative outcomes of these three social media applications for teaching and learning were identified. They were commonly used as a communication tool, sharing of materials as well as a platform for discussion. Measures to be taken by teachers and school leaders when incorporating these social media applications were then discussed.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122477947","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 : 2017-11-15DOI: 10.1504/IJSMILE.2017.10008879
Ning Zu, Zhen Chen, Zhichen Duan, Li Li, Zhou Meng
The purpose of this article is to review previous studies focusing on the use of social media by teachers, students and educational researchers. The aim of the review on the current research studies is to find out what has been done with the use of social media for learning purposes, discuss their practical applications and discover its educational values. The emphasis of this review will be upon empirical findings rather than theoretical explanations. This review is organised into three sections that cover the major topics of current research: (a) applications of social media in education (e.g. methods applied in various research studies and the findings of different empirical research studies); (b) the effects of using social media (e.g. positive impacts of social media and negative impacts of social media) and (c) people's attitudes towards social media (e.g. students' perceptions of social media use in learning and faculty attitudes towards social media for teaching). The overall conclusion suggests that the social media may have the potential to improve learning. But there may be more positive effects if the social media tools are combined with the real interaction in class.
{"title":"A review of social media in education: effects and attitudes","authors":"Ning Zu, Zhen Chen, Zhichen Duan, Li Li, Zhou Meng","doi":"10.1504/IJSMILE.2017.10008879","DOIUrl":"https://doi.org/10.1504/IJSMILE.2017.10008879","url":null,"abstract":"The purpose of this article is to review previous studies focusing on the use of social media by teachers, students and educational researchers. The aim of the review on the current research studies is to find out what has been done with the use of social media for learning purposes, discuss their practical applications and discover its educational values. The emphasis of this review will be upon empirical findings rather than theoretical explanations. This review is organised into three sections that cover the major topics of current research: (a) applications of social media in education (e.g. methods applied in various research studies and the findings of different empirical research studies); (b) the effects of using social media (e.g. positive impacts of social media and negative impacts of social media) and (c) people's attitudes towards social media (e.g. students' perceptions of social media use in learning and faculty attitudes towards social media for teaching). The overall conclusion suggests that the social media may have the potential to improve learning. But there may be more positive effects if the social media tools are combined with the real interaction in class.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114929282","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 : 2017-10-31DOI: 10.1504/IJSMILE.2017.10008675
J. Hughes, Laura Morrison, A. Burke
Adolescents are at a stage in life where their sense-of-self and identity are evolving. With increasing access to ever-more advanced technologies, it is important to explore the implications for the adolescents who use them. This research aimed to examine the construction, deconstruction and reconstruction of adolescent identities through an exploration of the design choices and social practices of elementary students on two social networking sites. Using a mixed-method research approach of qualitative case study analysis and quantitative surveying, we investigated the relationship between a multiliteracies pedagogy and the development of adolescent digital literacies and identity. Findings from the research indicate that social networking sites provide youth a platform in which to explore their identity. With such features as status updates, video/photo uploads, discussion threads and the 'like' and comments functions, these sites facilitated social interaction and identity performance amongst the students during class time and after-school. To maximise the academic and social affordances, however, it is necessary to build in lessons and/or scaffolding to encourage thoughtful and genuine online interaction.
{"title":"The adolescent bricoleur: constructing identities through social networking sites","authors":"J. Hughes, Laura Morrison, A. Burke","doi":"10.1504/IJSMILE.2017.10008675","DOIUrl":"https://doi.org/10.1504/IJSMILE.2017.10008675","url":null,"abstract":"Adolescents are at a stage in life where their sense-of-self and identity are evolving. With increasing access to ever-more advanced technologies, it is important to explore the implications for the adolescents who use them. This research aimed to examine the construction, deconstruction and reconstruction of adolescent identities through an exploration of the design choices and social practices of elementary students on two social networking sites. Using a mixed-method research approach of qualitative case study analysis and quantitative surveying, we investigated the relationship between a multiliteracies pedagogy and the development of adolescent digital literacies and identity. Findings from the research indicate that social networking sites provide youth a platform in which to explore their identity. With such features as status updates, video/photo uploads, discussion threads and the 'like' and comments functions, these sites facilitated social interaction and identity performance amongst the students during class time and after-school. To maximise the academic and social affordances, however, it is necessary to build in lessons and/or scaffolding to encourage thoughtful and genuine online interaction.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130201400","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 : 2017-10-31DOI: 10.1504/IJSMILE.2017.10008671
L. Nguyen, Q. Wang
The purpose of this article is to review the recent studies about using flipped classroom to engage students and propose a flipped classroom teaching strategy which actively engages students in learning. Some 5-year recent articles have been reviewed to critique, compare and summarise previous investigations about flipped classroom in order to propose the effective flipped classroom teaching strategy to engage students. The proposed teaching strategy is based on principles, recommendations and suggestions from prior studies as guidelines for designing flipped classroom. The aims of the proposed teaching strategy are to maximise the advantages and overcome some challenges of flipped classroom to become an effective flipped classroom teaching strategy to promote student engagement.
{"title":"A literature review of designing flipped classroom to engage students","authors":"L. Nguyen, Q. Wang","doi":"10.1504/IJSMILE.2017.10008671","DOIUrl":"https://doi.org/10.1504/IJSMILE.2017.10008671","url":null,"abstract":"The purpose of this article is to review the recent studies about using flipped classroom to engage students and propose a flipped classroom teaching strategy which actively engages students in learning. Some 5-year recent articles have been reviewed to critique, compare and summarise previous investigations about flipped classroom in order to propose the effective flipped classroom teaching strategy to engage students. The proposed teaching strategy is based on principles, recommendations and suggestions from prior studies as guidelines for designing flipped classroom. The aims of the proposed teaching strategy are to maximise the advantages and overcome some challenges of flipped classroom to become an effective flipped classroom teaching strategy to promote student engagement.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131674672","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 : 2017-10-31DOI: 10.1504/IJSMILE.2017.10008674
Paulo Moekotte, S. Brand‐Gruwel, H. Ritzen
In this case study, we explore the beliefs of teachers (AKA teachers) who work with at-risk students and consider using social media in their learning environment. We interviewed and observed a group of teachers who, as a project team, explored social media use in order to develop their practical knowledge and make informed decisions. We used a two-phased exploratory sequential design, combining qualitative and quantitative instruments to explore how and why AKA teachers consider and approach social media use. The teachers' beliefs were challenged and changed by the encounter with lived, practical examples of social media use in education. This is consistent with other research. Quantitative data indicate that teacher beliefs are also strongly influenced by the opinions of team managers and the practices of colleagues. What is most remarkable about these external influences is that these opinions have not been explicitly expressed and these practices have not been explicitly witnessed.
{"title":"Teachers' beliefs about using technology to enhance the learning process of at-risk students","authors":"Paulo Moekotte, S. Brand‐Gruwel, H. Ritzen","doi":"10.1504/IJSMILE.2017.10008674","DOIUrl":"https://doi.org/10.1504/IJSMILE.2017.10008674","url":null,"abstract":"In this case study, we explore the beliefs of teachers (AKA teachers) who work with at-risk students and consider using social media in their learning environment. We interviewed and observed a group of teachers who, as a project team, explored social media use in order to develop their practical knowledge and make informed decisions. We used a two-phased exploratory sequential design, combining qualitative and quantitative instruments to explore how and why AKA teachers consider and approach social media use. The teachers' beliefs were challenged and changed by the encounter with lived, practical examples of social media use in education. This is consistent with other research. Quantitative data indicate that teacher beliefs are also strongly influenced by the opinions of team managers and the practices of colleagues. What is most remarkable about these external influences is that these opinions have not been explicitly expressed and these practices have not been explicitly witnessed.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125742363","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 : 2017-10-31DOI: 10.1504/IJSMILE.2017.10008673
A. Luchsinger, Kevin Hull
This exploratory study examines how journalism students use online instructional videos to learn skills needed to create successful broadcast stories. Students from an introductory reporting class were provided three videos demonstrating video editing skills. Approximately two months later, survey results found that the more than half of the students (65.3%) had a positive impression of the videos. Further results demonstrate that while students enjoyed the videos, the vast majority (83.7%) did not view them as more effective than face-to-face instruction. Implications of this research demonstrate that the instructional videos can be a supplement, not a replacement, to face-to-face instruction.
{"title":"Teaching with tech: supplemental journalism instruction using YouTube for the millennial generation","authors":"A. Luchsinger, Kevin Hull","doi":"10.1504/IJSMILE.2017.10008673","DOIUrl":"https://doi.org/10.1504/IJSMILE.2017.10008673","url":null,"abstract":"This exploratory study examines how journalism students use online instructional videos to learn skills needed to create successful broadcast stories. Students from an introductory reporting class were provided three videos demonstrating video editing skills. Approximately two months later, survey results found that the more than half of the students (65.3%) had a positive impression of the videos. Further results demonstrate that while students enjoyed the videos, the vast majority (83.7%) did not view them as more effective than face-to-face instruction. Implications of this research demonstrate that the instructional videos can be a supplement, not a replacement, to face-to-face instruction.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"124 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114662017","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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