Type 1 diabetes (T1D) is one of the most common chronic diseases for children in the United States. Once diagnosed, the family must manage the disease to prevent further complications. Recent health technologies, like mobile phone health applications (mHealth apps), have become useful tools to support health monitoring, particularly for children living in the digital era. We used a narrative story to prompt 10 children with T1D to describe their diabetes management routines during semi-structured video interviews. Our results show that while the children feel a sense of ownership over their management routine, especially if they use newer monitoring technologies (e.g., continuous glucose monitor), they experience many challenges in managing their blood glucose (BG) levels, particularly during school. They also expressed emerging fears of security and privacy issues associated with technology use. By capturing these themes in T1D management from the children's perspective, we discuss design implications for developing supportive mHealth interventions.
{"title":"Identifying opportunities and challenges: how children use technologies for managing diabetes","authors":"Ji Youn Shin, B. Holtz","doi":"10.1145/3392063.3394444","DOIUrl":"https://doi.org/10.1145/3392063.3394444","url":null,"abstract":"Type 1 diabetes (T1D) is one of the most common chronic diseases for children in the United States. Once diagnosed, the family must manage the disease to prevent further complications. Recent health technologies, like mobile phone health applications (mHealth apps), have become useful tools to support health monitoring, particularly for children living in the digital era. We used a narrative story to prompt 10 children with T1D to describe their diabetes management routines during semi-structured video interviews. Our results show that while the children feel a sense of ownership over their management routine, especially if they use newer monitoring technologies (e.g., continuous glucose monitor), they experience many challenges in managing their blood glucose (BG) levels, particularly during school. They also expressed emerging fears of security and privacy issues associated with technology use. By capturing these themes in T1D management from the children's perspective, we discuss design implications for developing supportive mHealth interventions.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123549188","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}
Cláudia Silva, Catia Prandi, N. Nunes, Valentina Nisi
In this paper, we present design implications for the creation of digital maps in the context of wayfinding systems for children. In the process, we engaged 70 children in drawing the cognitive maps of their journey from home to school. Conducted in 2017, the study involved fifth-grade students (9-12 years old), at three different public schools in Funchal, Portugal. This paper offers reflections on their drawings and the resulting implications for the design of geographic technologies for children. Our contribution consists in highlighting ten types of landmarks extracted from children's 'maps' clustered into four categories, namely: Newness, Cultural personalization, Infrastructure, and Natural Landscapes.
{"title":"Blue whale street art as a landmark: extracting landmarks from children's cognitive maps for the design of locative systems","authors":"Cláudia Silva, Catia Prandi, N. Nunes, Valentina Nisi","doi":"10.1145/3392063.3394399","DOIUrl":"https://doi.org/10.1145/3392063.3394399","url":null,"abstract":"In this paper, we present design implications for the creation of digital maps in the context of wayfinding systems for children. In the process, we engaged 70 children in drawing the cognitive maps of their journey from home to school. Conducted in 2017, the study involved fifth-grade students (9-12 years old), at three different public schools in Funchal, Portugal. This paper offers reflections on their drawings and the resulting implications for the design of geographic technologies for children. Our contribution consists in highlighting ten types of landmarks extracted from children's 'maps' clustered into four categories, namely: Newness, Cultural personalization, Infrastructure, and Natural Landscapes.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"140 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116423473","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}
Children as authors and creators need to be supported at all stages of literacy development. This paper presents Picture-Blocks (PB) - a constructionist mobile app that allows children (ages 5-9) to create personally meaningful digital pictures while exploring spelling and vocabulary concepts in an open-ended manner. In PB, children can spell any number of picture objects (sprites) into existence, that they can use to make a picture composition and share with friends. PB also suggests semantically similar sprites, allowing children to explore related objects and discover new words. We evaluated the app by running an exploratory pilot with 14 children over a two weeks in-the-wild deployment. Qualitative and quantitative examples suggest that our design of the visual scaffolding interactions facilitated (i) high engagement and a sense of authorship via created pictures, (ii) instances of spelling corrections and vocabulary explorations (iii) digitally mediated social interaction and remixing. We present our findings of children's interactions and creations, while discussing implications for designers and developers of literacy technologies.
{"title":"Spelling their pictures: the role of visual scaffolds in an authoring app for young children's literacy and creativity","authors":"S. Makini, Ini Oguntola, D. Roy","doi":"10.1145/3392063.3394392","DOIUrl":"https://doi.org/10.1145/3392063.3394392","url":null,"abstract":"Children as authors and creators need to be supported at all stages of literacy development. This paper presents Picture-Blocks (PB) - a constructionist mobile app that allows children (ages 5-9) to create personally meaningful digital pictures while exploring spelling and vocabulary concepts in an open-ended manner. In PB, children can spell any number of picture objects (sprites) into existence, that they can use to make a picture composition and share with friends. PB also suggests semantically similar sprites, allowing children to explore related objects and discover new words. We evaluated the app by running an exploratory pilot with 14 children over a two weeks in-the-wild deployment. Qualitative and quantitative examples suggest that our design of the visual scaffolding interactions facilitated (i) high engagement and a sense of authorship via created pictures, (ii) instances of spelling corrections and vocabulary explorations (iii) digitally mediated social interaction and remixing. We present our findings of children's interactions and creations, while discussing implications for designers and developers of literacy technologies.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125840086","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 this note the Storybell robot is described as the main touch-point of a remote reading aloud service which enables senior readers to read stories from their home to children. The Storybell acts as a tangible interface for children to interact with the community of readers as well as with the single reader. A research strategy based on Wizard of Oz (WoZ) and experience prototyping methods is described with the aim of probing parents' trust towards the remote readers as well as making parents reflect on their parental responsibility into guiding respectful interactions of their child with the community of readers. The note highlights the potential of the Storybell as both a tangible interface for children and a domestic embodiment for remote people and suggests involving parents as the wizards in WoZ experiments with their children to overcome trust issues and inspire strategies to guest the embodied remote readers at home.
在这篇文章中，故事钟机器人被描述为远程朗读服务的主要接触点，该服务使老年读者能够从家中为孩子们朗读故事。故事钟作为一个有形的界面，让孩子们与读者群体以及单个读者进行互动。基于《绿野仙踪》(Wizard of Oz, WoZ)和经验原型法的研究策略，旨在探究家长对远程读者的信任，并让家长反思自己的父母责任，引导孩子与读者群体的尊重互动。这篇文章强调了故事钟的潜力，它既是儿童的有形界面，也是远程用户的家庭化身，并建议让父母作为向导，与他们的孩子一起进行WoZ实验，以克服信任问题，并激发策略，邀请远程读者在家。
{"title":"Ding- dong: the Storybell and its wizard","authors":"Laura Boffi","doi":"10.1145/3392063.3394423","DOIUrl":"https://doi.org/10.1145/3392063.3394423","url":null,"abstract":"In this note the Storybell robot is described as the main touch-point of a remote reading aloud service which enables senior readers to read stories from their home to children. The Storybell acts as a tangible interface for children to interact with the community of readers as well as with the single reader. A research strategy based on Wizard of Oz (WoZ) and experience prototyping methods is described with the aim of probing parents' trust towards the remote readers as well as making parents reflect on their parental responsibility into guiding respectful interactions of their child with the community of readers. The note highlights the potential of the Storybell as both a tangible interface for children and a domestic embodiment for remote people and suggests involving parents as the wizards in WoZ experiments with their children to overcome trust issues and inspire strategies to guest the embodied remote readers at home.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129976967","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}
Danielle Begnaud, Merijke Coenraad, N. Jain, D. Patel, Elizabeth M. Bonsignore
Boredom is a universal phenomenon: everyone has experienced the sense of disengagement and apathy that comes when "there's nothing to do" Children are especially quick to grumble, "I'm bored!", despite an increase in pre-scheduled activities and interactive technologies designed to capture their attention. Are today's children losing an ability to generate their own antidotes to boredom, instead growing more dependent on external sources of increasingly digital and ubiquitous forms of entertainment? Current research indicates that young minds benefit from learning strategies to overcome feelings of boredom. How do children conceptualize boredom and find ways to transform feeling bored into creative play? We conducted five cooperative inquiry sessions with youth (7-13 years old) to explore the role that boredom plays in their lives and techniques to spark imagination and enhance their efforts to overcome boredom. Our findings suggest that boredom in children includes (1) a time dimension, (2) the sense that they lack control or agency, and (3) tangible interactions that prompt transitions from boredom to a more engaged, not-bored state.
{"title":"\"It's just too much\": exploring children's views of boredom and strategies to manage feelings of boredom","authors":"Danielle Begnaud, Merijke Coenraad, N. Jain, D. Patel, Elizabeth M. Bonsignore","doi":"10.1145/3392063.3394414","DOIUrl":"https://doi.org/10.1145/3392063.3394414","url":null,"abstract":"Boredom is a universal phenomenon: everyone has experienced the sense of disengagement and apathy that comes when \"there's nothing to do\" Children are especially quick to grumble, \"I'm bored!\", despite an increase in pre-scheduled activities and interactive technologies designed to capture their attention. Are today's children losing an ability to generate their own antidotes to boredom, instead growing more dependent on external sources of increasingly digital and ubiquitous forms of entertainment? Current research indicates that young minds benefit from learning strategies to overcome feelings of boredom. How do children conceptualize boredom and find ways to transform feeling bored into creative play? We conducted five cooperative inquiry sessions with youth (7-13 years old) to explore the role that boredom plays in their lives and techniques to spark imagination and enhance their efforts to overcome boredom. Our findings suggest that boredom in children includes (1) a time dimension, (2) the sense that they lack control or agency, and (3) tangible interactions that prompt transitions from boredom to a more engaged, not-bored state.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125854533","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}
S. Ruan, Jiayu He, Rui Ying, J. Burkle, Dunia Hakim, Annie Wang, Yufeng Yin, Lily Zhou, Qianyao Xu, Abdallah A. AbuHashem, Griffin Dietz, Elizabeth L. Murnane, E. Brunskill, J. Landay
A key challenge in education is effectively engaging children in learning activities. We investigated how a narrative story impacts engagement and learning, as well as how feedback can provide further benefits. To do so, we created an interactive, tablet-based learning platform with a multi-step math task designed using Common Core State Standards. Subjects completed a pretest and then were assigned to a condition, either one of three variations of the system (narratives, narratives with hints, and narratives with a tutoring chatbot using wizard-of-oz techniques) or a control system that has children complete the same learning task without narratives nor feedback, before the subjects completed a post test. 72 children in U.S. grades 3--5 participated. Our results showed that embedding learning activities into narratives boosted children's engagement as evaluated by coding video responses and surveys, and the integration of a tutoring chatbot improved learning outcomes on the assessment. These results provide evidence that a narrative-based tutoring system with chatbot-mediated help may support effective learning experiences for children.
{"title":"Supporting children's math learning with feedback-augmented narrative technology","authors":"S. Ruan, Jiayu He, Rui Ying, J. Burkle, Dunia Hakim, Annie Wang, Yufeng Yin, Lily Zhou, Qianyao Xu, Abdallah A. AbuHashem, Griffin Dietz, Elizabeth L. Murnane, E. Brunskill, J. Landay","doi":"10.1145/3392063.3394400","DOIUrl":"https://doi.org/10.1145/3392063.3394400","url":null,"abstract":"A key challenge in education is effectively engaging children in learning activities. We investigated how a narrative story impacts engagement and learning, as well as how feedback can provide further benefits. To do so, we created an interactive, tablet-based learning platform with a multi-step math task designed using Common Core State Standards. Subjects completed a pretest and then were assigned to a condition, either one of three variations of the system (narratives, narratives with hints, and narratives with a tutoring chatbot using wizard-of-oz techniques) or a control system that has children complete the same learning task without narratives nor feedback, before the subjects completed a post test. 72 children in U.S. grades 3--5 participated. Our results showed that embedding learning activities into narratives boosted children's engagement as evaluated by coding video responses and surveys, and the integration of a tutoring chatbot improved learning outcomes on the assessment. These results provide evidence that a narrative-based tutoring system with chatbot-mediated help may support effective learning experiences for children.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115234316","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}
As technology advances, more and more learning materials can be expected to be available as ebooks. In spite of this, there is limited understanding as to how their content should be presented to enhance learning. In this experiment, 11-year-old children interacted with an ebook that contained either representational pictures, decorative pictures, seductive pictures or no pictures at all. They then took part in both a retention and transfer test. The results of these tests showed that the children attained their highest scores in both tests with the ebook that contained representational pictures and that they benefitted from the decorative style more than text only in retention test. The findings of this experiment should be of value to people involved in the design of children's ebooks and those who work on multimedia instructional materials.
{"title":"Ebook presentation styles and their impact on the learning of children","authors":"Hsiu-Feng Wang, M. Chiu","doi":"10.1145/3392063.3394425","DOIUrl":"https://doi.org/10.1145/3392063.3394425","url":null,"abstract":"As technology advances, more and more learning materials can be expected to be available as ebooks. In spite of this, there is limited understanding as to how their content should be presented to enhance learning. In this experiment, 11-year-old children interacted with an ebook that contained either representational pictures, decorative pictures, seductive pictures or no pictures at all. They then took part in both a retention and transfer test. The results of these tests showed that the children attained their highest scores in both tests with the ebook that contained representational pictures and that they benefitted from the decorative style more than text only in retention test. The findings of this experiment should be of value to people involved in the design of children's ebooks and those who work on multimedia instructional materials.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114893344","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}
Micol Spitale, Silvia Silleresi, Giulia Cosentino, F. Panzeri, F. Garzotto
The dramatic increment of communication impairments among children increases the demand for intensive, highly accessible and low-cost interventions as well as new assessment and therapeutic tools. Our research aims at exploring the use of Conversational Agents (CAs) to support linguistic assessment and training among children with language impairment. One of the open research issues in this arena concerns the identification of the most appropriate form of "embodiment" of the CA for children to interact with. To this end, we evaluated the linguistic performance of 14 neuro-typical children and 3 children with language impairment comparing different CAs - physical object and virtual character - with "traditional" human interaction. Based on our analysis, we identify insights for the design of CA: the physicality does influence the performance of linguistic tasks for children with linguistic impairment. In addition, children seem to show a preference for the physical CA and perceived it as smarter than the virtual one.
{"title":"\"Whom would you like to talk with?\": exploring conversational agents for children's linguistic assessment","authors":"Micol Spitale, Silvia Silleresi, Giulia Cosentino, F. Panzeri, F. Garzotto","doi":"10.1145/3392063.3394421","DOIUrl":"https://doi.org/10.1145/3392063.3394421","url":null,"abstract":"The dramatic increment of communication impairments among children increases the demand for intensive, highly accessible and low-cost interventions as well as new assessment and therapeutic tools. Our research aims at exploring the use of Conversational Agents (CAs) to support linguistic assessment and training among children with language impairment. One of the open research issues in this arena concerns the identification of the most appropriate form of \"embodiment\" of the CA for children to interact with. To this end, we evaluated the linguistic performance of 14 neuro-typical children and 3 children with language impairment comparing different CAs - physical object and virtual character - with \"traditional\" human interaction. Based on our analysis, we identify insights for the design of CA: the physicality does influence the performance of linguistic tasks for children with linguistic impairment. In addition, children seem to show a preference for the physical CA and perceived it as smarter than the virtual one.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115772198","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}
Indoor air quality (IAQ) is especially important for children because they are more susceptible to the deleterious impacts of poor air quality compared to adults. While devices to monitor IAQ are increasingly available, these are designed primarily for adults, and little attention has been paid to their potential use by children. This paper describes an effort to engage children directly in the design of an IAQ visualization interface for children. In engaging children in participatory workshops, we found that they rely heavily on visual, olfactory, and thermal cues to perceive and assess IAQ. Reflecting on these findings and based on design principles for technology for children, we created and tested child-friendly interface prototypes for IAQ visualization. Based on children's input, we designed a final set of visual interfaces that will be implemented in the IAQ monitor. The next study will test and deploy the monitor in the real world.
{"title":"Designing to engage children in monitoring indoor air quality: a participatory approach","authors":"Sunyoung Kim, Muyang Li, J. Senick, G. Mainelis","doi":"10.1145/3392063.3394395","DOIUrl":"https://doi.org/10.1145/3392063.3394395","url":null,"abstract":"Indoor air quality (IAQ) is especially important for children because they are more susceptible to the deleterious impacts of poor air quality compared to adults. While devices to monitor IAQ are increasingly available, these are designed primarily for adults, and little attention has been paid to their potential use by children. This paper describes an effort to engage children directly in the design of an IAQ visualization interface for children. In engaging children in participatory workshops, we found that they rely heavily on visual, olfactory, and thermal cues to perceive and assess IAQ. Reflecting on these findings and based on design principles for technology for children, we created and tested child-friendly interface prototypes for IAQ visualization. Based on children's input, we designed a final set of visual interfaces that will be implemented in the IAQ monitor. The next study will test and deploy the monitor in the real world.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125501304","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 article describes an ideographic study conducted with 10 to 11 years old students to investigate their perceptions, ideas and imaginaries about robots. Its objective is to use this understanding to expand the ways of thinking the pedagogy of educational robotics. The study employed an art-based research approach and focused on involving students in the process of producing a fictional audiovisual narrative about robots. We analyzed their creative process and the resulting video through a multimodal approach. This analysis allowed identifying the different imaginaries, discourses and ideas that the participants have around the concept of "robot". These axes are used as cornerstones to begin a reflexive process to problematize and enable new perspectives to the pedagogy of educational robotics.
{"title":"What is a robot?: an artistic approach to understand children's imaginaries about robots","authors":"Laura Malinverni, Cristina Valero","doi":"10.1145/3392063.3394415","DOIUrl":"https://doi.org/10.1145/3392063.3394415","url":null,"abstract":"The article describes an ideographic study conducted with 10 to 11 years old students to investigate their perceptions, ideas and imaginaries about robots. Its objective is to use this understanding to expand the ways of thinking the pedagogy of educational robotics. The study employed an art-based research approach and focused on involving students in the process of producing a fictional audiovisual narrative about robots. We analyzed their creative process and the resulting video through a multimodal approach. This analysis allowed identifying the different imaginaries, discourses and ideas that the participants have around the concept of \"robot\". These axes are used as cornerstones to begin a reflexive process to problematize and enable new perspectives to the pedagogy of educational robotics.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116543221","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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