Gabriel M. Ramírez, C. Collazos, F. Moreira, C. González-González
U-Learning is the educational process that is performed at any time, place, context and through any device. It is the application of omnipresence in education. The paper presents a systematic review of U-Learning related to the xAPI standard and connective learning. In the systematic review, 824 articles were found in 6 academic databases. According to the inclusion criteria, 54 papers were selected. This paper aims to find links between connective learning and the xAPI standard in the framework of U-Learning.
{"title":"Relation between u-learning, connective learning, and standard xAPI: a systematic review","authors":"Gabriel M. Ramírez, C. Collazos, F. Moreira, C. González-González","doi":"10.1145/3123818.3123834","DOIUrl":"https://doi.org/10.1145/3123818.3123834","url":null,"abstract":"U-Learning is the educational process that is performed at any time, place, context and through any device. It is the application of omnipresence in education. The paper presents a systematic review of U-Learning related to the xAPI standard and connective learning. In the systematic review, 824 articles were found in 6 academic databases. According to the inclusion criteria, 54 papers were selected. This paper aims to find links between connective learning and the xAPI standard in the framework of U-Learning.","PeriodicalId":341198,"journal":{"name":"Proceedings of the XVIII International Conference on Human Computer Interaction","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115304428","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}
J. Anibal Arias-Aguilar, M. Luz Palacios-Villavicencio, Roberto Bretado-Gallegos, María Auxilio Medina-Nieto, Antonio Benitez Ruiz, Verónica Rodríguez-López, Jaqueline Estrada-Bautista
Children robot interaction1 has shown benefits in academic or medical applications. We started a long-term project with the goal of modifying some social behaviors on disabled children using a humanoid robot that implements tasks that a therapist does frequently; this paper reports the initial stage of our project, it focuses on the analysis, design and test of children - NAO robot interactions by taking into account a repertoire of basic social behaviors: rapport establishment, attention acquisition, imitation behavior and follow-up of instructions. Preliminary results show that interactions with regular children (aged from 5 to 12 years old) are validated and ready to be used as a promising alternative to support social skills development in disabled children.
{"title":"Analysis of children: humanoid robot interaction to support social skills development","authors":"J. Anibal Arias-Aguilar, M. Luz Palacios-Villavicencio, Roberto Bretado-Gallegos, María Auxilio Medina-Nieto, Antonio Benitez Ruiz, Verónica Rodríguez-López, Jaqueline Estrada-Bautista","doi":"10.1145/3123818.3123837","DOIUrl":"https://doi.org/10.1145/3123818.3123837","url":null,"abstract":"Children robot interaction1 has shown benefits in academic or medical applications. We started a long-term project with the goal of modifying some social behaviors on disabled children using a humanoid robot that implements tasks that a therapist does frequently; this paper reports the initial stage of our project, it focuses on the analysis, design and test of children - NAO robot interactions by taking into account a repertoire of basic social behaviors: rapport establishment, attention acquisition, imitation behavior and follow-up of instructions. Preliminary results show that interactions with regular children (aged from 5 to 12 years old) are validated and ready to be used as a promising alternative to support social skills development in disabled children.","PeriodicalId":341198,"journal":{"name":"Proceedings of the XVIII International Conference on Human Computer Interaction","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127113651","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}
Mario Samuel Casanova, D. S. Lopez, A. F. Calvo, Oscar Henao Gallo
Actually, thanks to joint development computational subject and health to be possible design methods and tools to detection, measure and evaluation automated human movement activity using different technological ubiquitous device to can diagnostic and recorder to progress due abnormal human physiological state.
{"title":"Statistical validation for coordinative motor comportment using support vector machine in joints dynamical system","authors":"Mario Samuel Casanova, D. S. Lopez, A. F. Calvo, Oscar Henao Gallo","doi":"10.1145/3123818.3123864","DOIUrl":"https://doi.org/10.1145/3123818.3123864","url":null,"abstract":"Actually, thanks to joint development computational subject and health to be possible design methods and tools to detection, measure and evaluation automated human movement activity using different technological ubiquitous device to can diagnostic and recorder to progress due abnormal human physiological state.","PeriodicalId":341198,"journal":{"name":"Proceedings of the XVIII International Conference on Human Computer Interaction","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122860556","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}
Emotion detection has become one of the most important aspects to consider in any project related to Affective Computing. Due to the almost endless applications of this new discipline, the development of emotion detection technologies has brought up as a quite profitable opportunity in the corporate sector. Many start-up enterprises have emerged in the last years, dedicated almost exclusively to a specific type of emotion detection technology. In this paper, we present a thorough review of current technologies to detect human emotions. To this end, we explore the different sources from which emotions can be read, along with existing technologies developed to recognize them. We also explore some application domains in which this technology has been applied. This survey has let us identify the strengths and shortcomings of current technology for emotion detection. We conclude the survey highlighting the aspects that requires further research and development.
{"title":"Emotion detection: a technology review","authors":"Jose Maria Garcia-Garcia, V. Penichet, M. Lozano","doi":"10.1145/3123818.3123852","DOIUrl":"https://doi.org/10.1145/3123818.3123852","url":null,"abstract":"Emotion detection has become one of the most important aspects to consider in any project related to Affective Computing. Due to the almost endless applications of this new discipline, the development of emotion detection technologies has brought up as a quite profitable opportunity in the corporate sector. Many start-up enterprises have emerged in the last years, dedicated almost exclusively to a specific type of emotion detection technology. In this paper, we present a thorough review of current technologies to detect human emotions. To this end, we explore the different sources from which emotions can be read, along with existing technologies developed to recognize them. We also explore some application domains in which this technology has been applied. This survey has let us identify the strengths and shortcomings of current technology for emotion detection. We conclude the survey highlighting the aspects that requires further research and development.","PeriodicalId":341198,"journal":{"name":"Proceedings of the XVIII International Conference on Human Computer Interaction","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117037983","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}
Erica María Lara-Muñoz, G. Rebolledo-Méndez, J. Rojano-Cáceres
A collaborative activity in an educational environment involves the accomplishment of tasks in teams. The interaction among members of a team implies work to be organized and assigned among the parties in order to perform a learning activity. Learning styles are constructs that may explain the way in which people learn in general and could be related to the way students interact in a collaborative setting including with technology. The main problem detected in collaboration activities, is the student association, regularly their join together that their want and this form to work it is not the best. We think that there are to find a way to put them together, with the purpose that students obtained learning gains in their activities. The purpose of this article is to show the results from an exploratory study carried out among secondary students. The main objective was to analyze whether students have greater use of collaborative strategies in relation to their learning styles. To this end, students were paired considering David Kolb's learning styles. The results suggest that students, who were the most successful in the collaborative activity, were those who had the same learning style.
{"title":"The influence of learning styles in collaborative activities","authors":"Erica María Lara-Muñoz, G. Rebolledo-Méndez, J. Rojano-Cáceres","doi":"10.1145/3123818.3123843","DOIUrl":"https://doi.org/10.1145/3123818.3123843","url":null,"abstract":"A collaborative activity in an educational environment involves the accomplishment of tasks in teams. The interaction among members of a team implies work to be organized and assigned among the parties in order to perform a learning activity. Learning styles are constructs that may explain the way in which people learn in general and could be related to the way students interact in a collaborative setting including with technology. The main problem detected in collaboration activities, is the student association, regularly their join together that their want and this form to work it is not the best. We think that there are to find a way to put them together, with the purpose that students obtained learning gains in their activities. The purpose of this article is to show the results from an exploratory study carried out among secondary students. The main objective was to analyze whether students have greater use of collaborative strategies in relation to their learning styles. To this end, students were paired considering David Kolb's learning styles. The results suggest that students, who were the most successful in the collaborative activity, were those who had the same learning style.","PeriodicalId":341198,"journal":{"name":"Proceedings of the XVIII International Conference on Human Computer Interaction","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129360032","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}
Antonio Xohua-Chacón, E. Benítez-Guerrero, Carmen Mezura-Godoy
This paper introduces TanQuery, a tangible system prototype aimed to support the learning process of relational algebra (RA). In this system, RA operators and operands are represented by tokens that can be manipulated by the user to interactively create query trees. The design of TanQuery incorporates components to detect and track tokens, and to analyze and execute query trees. A working prototype has been developed and tested for usability. The results of prototype test, allow to observe that students found this type of interface pleasant, however, we need to make general improvements to prototype and realize further user studies.
{"title":"TanQuery: a tangible system for relational algebra learning","authors":"Antonio Xohua-Chacón, E. Benítez-Guerrero, Carmen Mezura-Godoy","doi":"10.1145/3123818.3123856","DOIUrl":"https://doi.org/10.1145/3123818.3123856","url":null,"abstract":"This paper introduces TanQuery, a tangible system prototype aimed to support the learning process of relational algebra (RA). In this system, RA operators and operands are represented by tokens that can be manipulated by the user to interactively create query trees. The design of TanQuery incorporates components to detect and track tokens, and to analyze and execute query trees. A working prototype has been developed and tested for usability. The results of prototype test, allow to observe that students found this type of interface pleasant, however, we need to make general improvements to prototype and realize further user studies.","PeriodicalId":341198,"journal":{"name":"Proceedings of the XVIII International Conference on Human Computer Interaction","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131427062","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}
Human-Computer Interaction (HCI) studies the interaction between people with computer, it offers analysis, design, development and evaluation methods in order to develop usable and accessible interactive systems for give support to daily activities of people. Current work describes the experience about HCI teaching at Universidad Autónoma de Aguascalientes during twelve years, a table of HCI general content is described, which is considered as a base for undergraduate and postgraduate HCI courses. This work also shows the initiative for collaborative production of HCI educative resources. Finally, a set of projects has conducted at UAA in collaboration with other universities where several students were in academic exchanges in order to get experience to design and develop new interactive systems. 1
人机交互(HCI)研究人与计算机之间的交互，它提供分析、设计、开发和评估方法，以开发可用和可访问的交互系统，为人们的日常活动提供支持。目前的工作描述了Autónoma de Aguascalientes大学12年来HCI教学的经验，描述了HCI的一般内容表，这被认为是本科和研究生HCI课程的基础。这项工作也显示了协同生产HCI教育资源的主动性。最后，在UAA与其他大学合作进行了一系列项目，几名学生进行了学术交流，以获得设计和开发新的互动系统的经验。1
{"title":"Teaching experience of human-computer interaction at at autonomous university of aguascalientes","authors":"J. Muñoz-Arteaga","doi":"10.1145/3123818.3123863","DOIUrl":"https://doi.org/10.1145/3123818.3123863","url":null,"abstract":"Human-Computer Interaction (HCI) studies the interaction between people with computer, it offers analysis, design, development and evaluation methods in order to develop usable and accessible interactive systems for give support to daily activities of people. Current work describes the experience about HCI teaching at Universidad Autónoma de Aguascalientes during twelve years, a table of HCI general content is described, which is considered as a base for undergraduate and postgraduate HCI courses. This work also shows the initiative for collaborative production of HCI educative resources. Finally, a set of projects has conducted at UAA in collaboration with other universities where several students were in academic exchanges in order to get experience to design and develop new interactive systems. 1","PeriodicalId":341198,"journal":{"name":"Proceedings of the XVIII International Conference on Human Computer Interaction","volume":"217 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114682649","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}
N. Medina-Medina, P. Paderewski, N. Zea, J. R. López-Arcos, F. G. Vela
Video games are interactive applications aimed at entertainment that, practically since its inception, has been tested in order to exploit their properties in other areas. In this line, the educational extrapolation has revealed a collection of benefits of the video games as pedagogical tools [1, 2], including: the potential to assist students who lack motivation, the possibility of performing a multi-modal learning process or the promotion of autonomous learning. The particular case of adventure video games offers an artificial environment in which the player has to interact to solve problems [3]. This means that the game provides a model of the world where the active participation of the player configures the interactive fiction as he/she performs actions in the game and interacts with the characters. Within this process, reading is a key process. As a result, this paper defines a basic model to represent educational graphic adventures, based in three structural elements: narrative, reading process and acquisition of competences. Narrative wraps the game to tell the story, to describe the scenarios and objects and to allow communication with the characters. Thus, the reading of the discontinuous texts narrated in the adventure is the main mechanism of interaction and the catalyst for the rest of interactions (movements, actions, etc.) to achieve the educational competences. Fig. 1 shows how these three elements constitute the axis of the main components of this genre of video games: context, plot, characters, interactive objects, rules, movement of the avatar, handling of the inventory, and the dialogues and actions that support the decision-making. Those decisions will guide the story until an outcome, which will be promoted by the resolution of different challenges in which the global puzzle is split. Since the ergodic literature [4] of the graphic adventure includes narrative elements into the game to give an argument to its challenges, this is a suitable genre to practice and encourage reading comprehension. For this reason, the proposed model has been instantiated in a graphic adventure ("Uranus": invaders of the time) that supports five types of reading comprehension (literal, inferential, critical, global and meta-comprehension) through a series of puzzles designed by a multidisciplinary team to fit the cognitive level of the children of the second and third cycle of primary education in Spain. These challenges are organized according to a skeleton commonly found in adventure games: "the search". Thus, in "Uranus", the avatar performs the so-called "journey of the hero", visiting our historic past to rescue the Earth of evil beings (coming from Uranus) who were willing to destroy it to steal its essence. Interaction with objects and characters is the mechanism to guide the play and the educational activity. Specifically, the interaction with the adventure is the means which enables the reading of the discontinuous texts integrated into t
{"title":"The graphic adventure as an instrument to assist comprehensive reading","authors":"N. Medina-Medina, P. Paderewski, N. Zea, J. R. López-Arcos, F. G. Vela","doi":"10.1145/3123818.3123823","DOIUrl":"https://doi.org/10.1145/3123818.3123823","url":null,"abstract":"Video games are interactive applications aimed at entertainment that, practically since its inception, has been tested in order to exploit their properties in other areas. In this line, the educational extrapolation has revealed a collection of benefits of the video games as pedagogical tools [1, 2], including: the potential to assist students who lack motivation, the possibility of performing a multi-modal learning process or the promotion of autonomous learning. The particular case of adventure video games offers an artificial environment in which the player has to interact to solve problems [3]. This means that the game provides a model of the world where the active participation of the player configures the interactive fiction as he/she performs actions in the game and interacts with the characters. Within this process, reading is a key process. As a result, this paper defines a basic model to represent educational graphic adventures, based in three structural elements: narrative, reading process and acquisition of competences. Narrative wraps the game to tell the story, to describe the scenarios and objects and to allow communication with the characters. Thus, the reading of the discontinuous texts narrated in the adventure is the main mechanism of interaction and the catalyst for the rest of interactions (movements, actions, etc.) to achieve the educational competences. Fig. 1 shows how these three elements constitute the axis of the main components of this genre of video games: context, plot, characters, interactive objects, rules, movement of the avatar, handling of the inventory, and the dialogues and actions that support the decision-making. Those decisions will guide the story until an outcome, which will be promoted by the resolution of different challenges in which the global puzzle is split. Since the ergodic literature [4] of the graphic adventure includes narrative elements into the game to give an argument to its challenges, this is a suitable genre to practice and encourage reading comprehension. For this reason, the proposed model has been instantiated in a graphic adventure (\"Uranus\": invaders of the time) that supports five types of reading comprehension (literal, inferential, critical, global and meta-comprehension) through a series of puzzles designed by a multidisciplinary team to fit the cognitive level of the children of the second and third cycle of primary education in Spain. These challenges are organized according to a skeleton commonly found in adventure games: \"the search\". Thus, in \"Uranus\", the avatar performs the so-called \"journey of the hero\", visiting our historic past to rescue the Earth of evil beings (coming from Uranus) who were willing to destroy it to steal its essence. Interaction with objects and characters is the mechanism to guide the play and the educational activity. Specifically, the interaction with the adventure is the means which enables the reading of the discontinuous texts integrated into t","PeriodicalId":341198,"journal":{"name":"Proceedings of the XVIII International Conference on Human Computer Interaction","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132440732","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}
We present the findings of a quantitative and qualitative empirical research to understand the possibilities of engagement and affection in the use of conversational agents (chatbots). Based on an experiment with 13 participants, we explored on one hand the correlation between the user expectation, user experience and intended use and, on the other, whether users feel keen and engaged in having a personal, empathic relation with an intelligent system like chatbots. We used psychological questionnaires to semi-structured interviews for disentangle the meaning of the interaction. In particular, the personal psychological background of participants was found critical while the experience itself allowed them to imagine new possible relations with chatbots. Our results show some insights on how people understand and empathize with future interactions with conversational agents and other non-visual interfaces.
{"title":"A new friend in our smartphone?: observing interactions with chatbots in the search of emotional engagement","authors":"Manuel Portela, Carlos Granell-Canut","doi":"10.1145/3123818.3123826","DOIUrl":"https://doi.org/10.1145/3123818.3123826","url":null,"abstract":"We present the findings of a quantitative and qualitative empirical research to understand the possibilities of engagement and affection in the use of conversational agents (chatbots). Based on an experiment with 13 participants, we explored on one hand the correlation between the user expectation, user experience and intended use and, on the other, whether users feel keen and engaged in having a personal, empathic relation with an intelligent system like chatbots. We used psychological questionnaires to semi-structured interviews for disentangle the meaning of the interaction. In particular, the personal psychological background of participants was found critical while the experience itself allowed them to imagine new possible relations with chatbots. Our results show some insights on how people understand and empathize with future interactions with conversational agents and other non-visual interfaces.","PeriodicalId":341198,"journal":{"name":"Proceedings of the XVIII International Conference on Human Computer Interaction","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127863315","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}
J. R. López-Arcos, F. G. Vela, N. Zea, P. Paderewski, N. Medina-Medina
Pervasive games are one of the types of gaming experiences that currently causes the most impact on players. They break the usual environment of the game in a spatial, temporal or social dimension. The integration of the narrative with the interactivity and the geolocalization of these games requires a model that represents and structures the story and its integration with the rest of the elements of the game. In addition, this model should allow us to analyze the effectiveness of the story and how it helps to create a good user experience. In this paper, we propose a strong structuring of the narrative that includes geolocalization support. Through an example of the design of an interactive geolocalized story, we explain several characteristics of the model that make possible the creation of a good interactive narrative.
{"title":"Introducing an interactive story in a geolocalized experience","authors":"J. R. López-Arcos, F. G. Vela, N. Zea, P. Paderewski, N. Medina-Medina","doi":"10.1145/3123818.3123850","DOIUrl":"https://doi.org/10.1145/3123818.3123850","url":null,"abstract":"Pervasive games are one of the types of gaming experiences that currently causes the most impact on players. They break the usual environment of the game in a spatial, temporal or social dimension. The integration of the narrative with the interactivity and the geolocalization of these games requires a model that represents and structures the story and its integration with the rest of the elements of the game. In addition, this model should allow us to analyze the effectiveness of the story and how it helps to create a good user experience. In this paper, we propose a strong structuring of the narrative that includes geolocalization support. Through an example of the design of an interactive geolocalized story, we explain several characteristics of the model that make possible the creation of a good interactive narrative.","PeriodicalId":341198,"journal":{"name":"Proceedings of the XVIII International Conference on Human Computer Interaction","volume":"113 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131322614","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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