Pub Date : 2014-07-15DOI: 10.1504/IJSMILE.2014.063385
M. Barr
The wiki, wherein community-spirited players meticulously document their gaming experiences for the benefit of others, from simple guides to complex theories and strategies, has become the de facto online reference medium for video game players. This study sought to examine how players learn from one another about the systems that underpin their favourite games and how they engaged with social media – wikis, in particular – to facilitate this collaborative learning. It is argued that in collating, synthesising and disseminating the often complex behaviours observed in a modern video game, the wiki author is displaying academic proficiency in a non-academic field. Drawing on a series of interviews with gaming wiki contributors and users, the practices of those engaged in using gaming wikis are discussed, together with an account of the research methods used. In undertaking such research, a number of challenges and concerns were encountered: these, too, are described.
{"title":"Learning through collaboration: video game wikis","authors":"M. Barr","doi":"10.1504/IJSMILE.2014.063385","DOIUrl":"https://doi.org/10.1504/IJSMILE.2014.063385","url":null,"abstract":"The wiki, wherein community-spirited players meticulously document their gaming experiences for the benefit of others, from simple guides to complex theories and strategies, has become the de facto online reference medium for video game players. This study sought to examine how players learn from one another about the systems that underpin their favourite games and how they engaged with social media – wikis, in particular – to facilitate this collaborative learning. It is argued that in collating, synthesising and disseminating the often complex behaviours observed in a modern video game, the wiki author is displaying academic proficiency in a non-academic field. Drawing on a series of interviews with gaming wiki contributors and users, the practices of those engaged in using gaming wikis are discussed, together with an account of the research methods used. In undertaking such research, a number of challenges and concerns were encountered: these, too, are described.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"67 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115675950","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 : 2014-07-15DOI: 10.1504/IJSMILE.2014.063384
J. Carpenter
Like other social media, the microblogging service Twitter appears to offer affordances for collaborative learning. This study investigated the required use of Twitter as part of a face-to-face, undergraduate teacher education class. Data included student and instructor Twitter activities, an end-of-semester survey of students’ perspectives on their use of Twitter, and a focus group. Participants noted several benefits to Twitter use in the course, including enabling communication and interaction within the class and with the professional education community. Twitter facilitated connectedness and resource sharing that was collaborative in nature, and functioned as one of several tools students utilised for collaboration. Recommendations are given regarding the use of microblogging in education and future research.
{"title":"Twitter's capacity to support collaborative learning","authors":"J. Carpenter","doi":"10.1504/IJSMILE.2014.063384","DOIUrl":"https://doi.org/10.1504/IJSMILE.2014.063384","url":null,"abstract":"Like other social media, the microblogging service Twitter appears to offer affordances for collaborative learning. This study investigated the required use of Twitter as part of a face-to-face, undergraduate teacher education class. Data included student and instructor Twitter activities, an end-of-semester survey of students’ perspectives on their use of Twitter, and a focus group. Participants noted several benefits to Twitter use in the course, including enabling communication and interaction within the class and with the professional education community. Twitter facilitated connectedness and resource sharing that was collaborative in nature, and functioned as one of several tools students utilised for collaboration. Recommendations are given regarding the use of microblogging in education and future research.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114510816","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 : 2014-07-15DOI: 10.1504/IJSMILE.2014.063387
Samantha Tackett, K. Torres
When facilitating instruction in distance learning environments, educators are presented with challenges in student motivation and development of community. We used a mixed-method approach to analyse the interaction patterns and quality of discussion among distance learning college students who used two different course tools to complete assignments. Six patterns of discussion emerged from the posts: agreement, disagreement, countering, belief, statement, and re-state. We used a five-point scale to assess the quality of students’ posts. The student posts from VoiceThread™ (VT) assignments had higher quality scores and higher frequency of countering and belief statements. Whereas, the student posts from discussion board (DB) assignments had lower quality scores and a higher frequency of re-statement and agree statements. Student feedback regarding the use of the VT tool was positive. Additional analysis of using the VT tool with different types of assignments and in other online courses is necessary.
{"title":"A comparison of engagement and interaction among university distance learning students","authors":"Samantha Tackett, K. Torres","doi":"10.1504/IJSMILE.2014.063387","DOIUrl":"https://doi.org/10.1504/IJSMILE.2014.063387","url":null,"abstract":"When facilitating instruction in distance learning environments, educators are presented with challenges in student motivation and development of community. We used a mixed-method approach to analyse the interaction patterns and quality of discussion among distance learning college students who used two different course tools to complete assignments. Six patterns of discussion emerged from the posts: agreement, disagreement, countering, belief, statement, and re-state. We used a five-point scale to assess the quality of students’ posts. The student posts from VoiceThread™ (VT) assignments had higher quality scores and higher frequency of countering and belief statements. Whereas, the student posts from discussion board (DB) assignments had lower quality scores and a higher frequency of re-statement and agree statements. Student feedback regarding the use of the VT tool was positive. Additional analysis of using the VT tool with different types of assignments and in other online courses is necessary.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114774248","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 : 2014-07-15DOI: 10.1504/IJSMILE.2014.063401
Sharmin Attaran, Stefanie L. Boyer, C. Mitchell
This article addresses the common concerns faculty face in the classroom – students are addicted to technology and social media. Rather than banning social media from the classroom, instructors can implement its use as an active learning tool to increase engagement related to the course content in learning communities of peers, experts and organisations. This article provides an example of how to use social media in a sustainability marketing university course offering and explores how social media impacts attitudes, behaviours, and knowledge related to course content. Sustainability knowledge and behaviours significantly increased (p < 0.000; p = 0.003) after social media was implemented in the course offering. In addition, students attitudes toward practicing sustainability, reducing consumption, and being ecofriendly significantly increased (p = 0.013; p < 0.000; p = 0.002) based on pre and post class measures.
{"title":"If you cannot beat them, join them: using social media as an active learning tool","authors":"Sharmin Attaran, Stefanie L. Boyer, C. Mitchell","doi":"10.1504/IJSMILE.2014.063401","DOIUrl":"https://doi.org/10.1504/IJSMILE.2014.063401","url":null,"abstract":"This article addresses the common concerns faculty face in the classroom – students are addicted to technology and social media. Rather than banning social media from the classroom, instructors can implement its use as an active learning tool to increase engagement related to the course content in learning communities of peers, experts and organisations. This article provides an example of how to use social media in a sustainability marketing university course offering and explores how social media impacts attitudes, behaviours, and knowledge related to course content. Sustainability knowledge and behaviours significantly increased (p < 0.000; p = 0.003) after social media was implemented in the course offering. In addition, students attitudes toward practicing sustainability, reducing consumption, and being ecofriendly significantly increased (p = 0.013; p < 0.000; p = 0.002) based on pre and post class measures.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125186875","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 : 2014-07-15DOI: 10.1504/IJSMILE.2014.063402
M. Bortoluzzi, I. Marenzi
The community platform Young English Language Learners and Teen English Language Learners (YELL/TELL) was developed to respond to the needs of collaboration and sharing among trainee teachers, school teachers, teacher trainers and researchers in the field of language learning for English as second language (L2) and English as foreign language (EFL). The social community YELL/TELL, supported by the LearnWeb2.0 platform, has the aim to encourage professional collaboration among trainees, teachers of different schools and teacher educators in pre-service and in-service training. Lifelong learning is promoted on the basis of sharing resources, commenting and reflecting on them in the spirit of open educational practices and free resources, offering support, ideas, and competences for teaching English as L2. Within the framework of reflective socio-constructivism and multiliteracies, this paper discusses the YELL case study as a peer-training and open professional community.
{"title":"YELLing for collaborative learning in teacher education: users' voices in the social platform LearnWeb2.0","authors":"M. Bortoluzzi, I. Marenzi","doi":"10.1504/IJSMILE.2014.063402","DOIUrl":"https://doi.org/10.1504/IJSMILE.2014.063402","url":null,"abstract":"The community platform Young English Language Learners and Teen English Language Learners (YELL/TELL) was developed to respond to the needs of collaboration and sharing among trainee teachers, school teachers, teacher trainers and researchers in the field of language learning for English as second language (L2) and English as foreign language (EFL). The social community YELL/TELL, supported by the LearnWeb2.0 platform, has the aim to encourage professional collaboration among trainees, teachers of different schools and teacher educators in pre-service and in-service training. Lifelong learning is promoted on the basis of sharing resources, commenting and reflecting on them in the spirit of open educational practices and free resources, offering support, ideas, and competences for teaching English as L2. Within the framework of reflective socio-constructivism and multiliteracies, this paper discusses the YELL case study as a peer-training and open professional community.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124223575","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 : 2014-07-15DOI: 10.1504/IJSMILE.2014.063386
T. Ganster, Nicole Sträfling, Sophia Grundnig, N. Krämer
Learner interaction is a crucial prerequisite for successful learning with Web 2.0. Active participation and learner-centred approaches represent a paradigm shift (from instructional learning to explorative learning), allowing for social and group dynamics that affect learner satisfaction. In the present paper, we compare the content of interaction between learners for two runs of the same course (in which learners collaborated via Web 2.0 tools) that were evaluated differently in terms of learner satisfaction. Textual content generated within the courses was subjected to discourse analysis. Analysis categories were tone and topic of the interaction, use of emoticons and different forms of social feedback. In the more satisfying course, the interaction was more positive, more focused on off-task interaction and there was more social feedback between learners, suggesting these aspects might be important predictors for learner satisfaction. Implications for teachers of Web 2.0 courses as well as for future research are discussed.
{"title":"Collaborative learning via Web 2.0 tools in adult education: predicting learner satisfaction by off-task interaction and social feedback","authors":"T. Ganster, Nicole Sträfling, Sophia Grundnig, N. Krämer","doi":"10.1504/IJSMILE.2014.063386","DOIUrl":"https://doi.org/10.1504/IJSMILE.2014.063386","url":null,"abstract":"Learner interaction is a crucial prerequisite for successful learning with Web 2.0. Active participation and learner-centred approaches represent a paradigm shift (from instructional learning to explorative learning), allowing for social and group dynamics that affect learner satisfaction. In the present paper, we compare the content of interaction between learners for two runs of the same course (in which learners collaborated via Web 2.0 tools) that were evaluated differently in terms of learner satisfaction. Textual content generated within the courses was subjected to discourse analysis. Analysis categories were tone and topic of the interaction, use of emoticons and different forms of social feedback. In the more satisfying course, the interaction was more positive, more focused on off-task interaction and there was more social feedback between learners, suggesting these aspects might be important predictors for learner satisfaction. Implications for teachers of Web 2.0 courses as well as for future research are discussed.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116709333","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 : 2014-03-10DOI: 10.1504/IJSMILE.2014.059694
Vasileios Paliktzoglou, Jarkko Suhonen
Facebook is one of the social media technologies with applications in many domains, including education. This study describes the students’ engagement with Facebook as an assisted learning tool in problem-based learning (PBL) cohort in Bahrain. Additionally, we analyse the reception of the students towards Facebook as a learning aid tool. A range of mixed methods data collection techniques and triangulation was performed to reveal the complexity of the topic under investigation. The data collection was through (pre and post) questionnaires and an interview. The empirical data showed that the use of Facebook as a learning tool had a positive impact on students. The study provides experimental evidence that social networks and more specifically Facebook can be used as an educational tool in PBL context to help engage students in the use of social media.
{"title":"Facebook as an assisted learning tool in problem-based learning: the Bahrain case","authors":"Vasileios Paliktzoglou, Jarkko Suhonen","doi":"10.1504/IJSMILE.2014.059694","DOIUrl":"https://doi.org/10.1504/IJSMILE.2014.059694","url":null,"abstract":"Facebook is one of the social media technologies with applications in many domains, including education. This study describes the students’ engagement with Facebook as an assisted learning tool in problem-based learning (PBL) cohort in Bahrain. Additionally, we analyse the reception of the students towards Facebook as a learning aid tool. A range of mixed methods data collection techniques and triangulation was performed to reveal the complexity of the topic under investigation. The data collection was through (pre and post) questionnaires and an interview. The empirical data showed that the use of Facebook as a learning tool had a positive impact on students. The study provides experimental evidence that social networks and more specifically Facebook can be used as an educational tool in PBL context to help engage students in the use of social media.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134455376","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 : 2014-03-10DOI: 10.1504/IJSMILE.2014.059690
R. Moore
This paper presents a case study on creating a backchannel through Twitter for the live event, featuring the Secretary of the US Navy, hosted by the School of Government. The project, which ultimately was successful in creating social media buzz for the lecture, was a new approach for the School of Government in how it markets its events. The study discusses the tools and processes used in the backchannel’s creation and development. This paper was written because the author discovered a gap in existing literature on creating backchannels. It outlines how the adaptation of best practices from the general population’s use of Twitter in creating a backchannel for an educational event. While this study focuses specifically on the promotion of a live event, the concepts and principles discussed here also are applicable to instructors interested in providing their students with an environment for differentiated learning and informal communication.
{"title":"Information architecture for social media: a case study on building an event backchannel with Twitter","authors":"R. Moore","doi":"10.1504/IJSMILE.2014.059690","DOIUrl":"https://doi.org/10.1504/IJSMILE.2014.059690","url":null,"abstract":"This paper presents a case study on creating a backchannel through Twitter for the live event, featuring the Secretary of the US Navy, hosted by the School of Government. The project, which ultimately was successful in creating social media buzz for the lecture, was a new approach for the School of Government in how it markets its events. The study discusses the tools and processes used in the backchannel’s creation and development. This paper was written because the author discovered a gap in existing literature on creating backchannels. It outlines how the adaptation of best practices from the general population’s use of Twitter in creating a backchannel for an educational event. While this study focuses specifically on the promotion of a live event, the concepts and principles discussed here also are applicable to instructors interested in providing their students with an environment for differentiated learning and informal communication.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130392475","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 : 2014-03-10DOI: 10.1504/IJSMILE.2014.059695
Hongtao Sun, Li Chen
Web 2.0 tools with social network features provide new possibilities for distance education. However, it is still challenging to use them in educational practice. The lack of a comprehensive understanding of Web 2.0 tools might be one of the important reasons for this challenge. This paper suggests a systemic framework for analysing the social affordance of Web 2.0 tools, which is important to online learning. The proposed framework is based on four fields of literature, including the current affordance research, the features of Web 2.0 tools, the needs of distance education and pedagogy theory. It includes four dimensions, social connection, information aggregation, reflection and expression, and dialogue and collaboration. In each dimension, indicators and analysis method are also proposed. A case study is presented to show the process of analysis. In this case study, interaction in a post-graduate course supported by a micro-blog and a forum are analysed with an integrated analysis methodology including content analysis, social network analysis and online behaviour analysis. The affordance of micro-blogs was discussed based on this proposed framework.
{"title":"A framework for analysing the social affordance of Web 2.0 tools","authors":"Hongtao Sun, Li Chen","doi":"10.1504/IJSMILE.2014.059695","DOIUrl":"https://doi.org/10.1504/IJSMILE.2014.059695","url":null,"abstract":"Web 2.0 tools with social network features provide new possibilities for distance education. However, it is still challenging to use them in educational practice. The lack of a comprehensive understanding of Web 2.0 tools might be one of the important reasons for this challenge. This paper suggests a systemic framework for analysing the social affordance of Web 2.0 tools, which is important to online learning. The proposed framework is based on four fields of literature, including the current affordance research, the features of Web 2.0 tools, the needs of distance education and pedagogy theory. It includes four dimensions, social connection, information aggregation, reflection and expression, and dialogue and collaboration. In each dimension, indicators and analysis method are also proposed. A case study is presented to show the process of analysis. In this case study, interaction in a post-graduate course supported by a micro-blog and a forum are analysed with an integrated analysis methodology including content analysis, social network analysis and online behaviour analysis. The affordance of micro-blogs was discussed based on this proposed framework.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116066229","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 : 2014-03-10DOI: 10.1504/IJSMILE.2014.059691
M. Evans, Samantha G. L. Won, T. Drape
Engaging middle school youth in STEM curricula resulting in desired conceptual changes is challenging. Furthermore, social media are identified as platforms where youth naturally congregate for sustained interaction. Studio STEM was designed as an after school programme to engage learners (ages 11–15) in design-based science inquiry within a studio environment, enhanced by social media and digital tools. In the highlighted curriculum, Save the Penguins, youth performed scientific experiments and engineering practices to design an enclosure to protect penguin-shaped ice cubes from rising temperature. Researchers tracked attendee and facilitator interactions through the social networking site, Edmodo. Results assert that youth’s understanding of science concepts was enhanced through participation in Studio STEM, evidenced through their articulation of understanding through Edmodo. Articulation remained dependent upon the amount of prompting that facilitators used within the Edmodo site as well as the availability of time set aside for students to interact with Edmodo.
{"title":"Interest-driven STEM learning among youth through a social networking site","authors":"M. Evans, Samantha G. L. Won, T. Drape","doi":"10.1504/IJSMILE.2014.059691","DOIUrl":"https://doi.org/10.1504/IJSMILE.2014.059691","url":null,"abstract":"Engaging middle school youth in STEM curricula resulting in desired conceptual changes is challenging. Furthermore, social media are identified as platforms where youth naturally congregate for sustained interaction. Studio STEM was designed as an after school programme to engage learners (ages 11–15) in design-based science inquiry within a studio environment, enhanced by social media and digital tools. In the highlighted curriculum, Save the Penguins, youth performed scientific experiments and engineering practices to design an enclosure to protect penguin-shaped ice cubes from rising temperature. Researchers tracked attendee and facilitator interactions through the social networking site, Edmodo. Results assert that youth’s understanding of science concepts was enhanced through participation in Studio STEM, evidenced through their articulation of understanding through Edmodo. Articulation remained dependent upon the amount of prompting that facilitators used within the Edmodo site as well as the availability of time set aside for students to interact with Edmodo.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126284320","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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