Phenomenal growth in mobile technology with affordability has created a pervasive device extension associated with students. This is blended with both desired and distracting components. These significant ramifications of rise in mobile device usage motivates to focus the study to evaluate the ongoing research activity pertinent to the pedagogical inclusion of mobile devices in classroom interaction. This study represents the review of refereed articles about mobile device utility in classroom interaction during the year 2013-19. The research articles selected for assessment confined in the areas of interaction design, the usefulness of mobile devices in the traditional education system, adaptive web-based educational systems and potential distraction of the devices. Most of the works tried to emphasis the positive response about the context-dependent use of mobile devices' integration in the classroom. On the contrary significant claims on the interference of portable devices and causal effects have also been highlighted by many researchers. The quantitative and qualitative findings of the survey help in identifying the outright spaces and regulated use of mobile devices in face to face classroom interaction. This will also help in designing active research informative interaction with an imminent effect to enhance device mediated classroom learning.
{"title":"Imminent Prospects of Mobile Mediated Learning Interaction in Traditional Classroom: A Survey 2013-19","authors":"S. Deb, Barnita Debnath, Pooja Kumari","doi":"10.1109/T4E.2019.00-32","DOIUrl":"https://doi.org/10.1109/T4E.2019.00-32","url":null,"abstract":"Phenomenal growth in mobile technology with affordability has created a pervasive device extension associated with students. This is blended with both desired and distracting components. These significant ramifications of rise in mobile device usage motivates to focus the study to evaluate the ongoing research activity pertinent to the pedagogical inclusion of mobile devices in classroom interaction. This study represents the review of refereed articles about mobile device utility in classroom interaction during the year 2013-19. The research articles selected for assessment confined in the areas of interaction design, the usefulness of mobile devices in the traditional education system, adaptive web-based educational systems and potential distraction of the devices. Most of the works tried to emphasis the positive response about the context-dependent use of mobile devices' integration in the classroom. On the contrary significant claims on the interference of portable devices and causal effects have also been highlighted by many researchers. The quantitative and qualitative findings of the survey help in identifying the outright spaces and regulated use of mobile devices in face to face classroom interaction. This will also help in designing active research informative interaction with an imminent effect to enhance device mediated classroom learning.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127611888","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}
Students often dread to fail in an academic course and are worried about the consequence that follows. Failure seems to have a negative connotation among students at large. While the literature on organizational learning, innovation, and entrepreneurship often focus on failure as a critical ingredient to learning. What makes academic failure less acceptable to that of corporate? In this paper, we explore the importance of failure in the learning process and how the frequency of failure impacts learning and academic outcome. We conducted an experiment with sixty management students who played a business simulation game. We measured their academic response to failure, their perception about their performance, and the perceived importance & relevance of the task. We found that in a situated learning environment, students tend to persist in the event of encountering failure and not relent.
{"title":"Introducing Failure as a Deliberate Instructional Strategy to Enhance Learning and Academic Outcomes","authors":"R. SandeepP., Deepa Gupta","doi":"10.1109/T4E.2019.00020","DOIUrl":"https://doi.org/10.1109/T4E.2019.00020","url":null,"abstract":"Students often dread to fail in an academic course and are worried about the consequence that follows. Failure seems to have a negative connotation among students at large. While the literature on organizational learning, innovation, and entrepreneurship often focus on failure as a critical ingredient to learning. What makes academic failure less acceptable to that of corporate? In this paper, we explore the importance of failure in the learning process and how the frequency of failure impacts learning and academic outcome. We conducted an experiment with sixty management students who played a business simulation game. We measured their academic response to failure, their perception about their performance, and the perceived importance & relevance of the task. We found that in a situated learning environment, students tend to persist in the event of encountering failure and not relent.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122712514","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}
Aaditya Singh, Swetha Mohan, V. Singhal, R. Krishnan, R. Rajendran
This paper assesses the impact of gender, parents' education, preschool and medium of the class in influencing academic results with special attention given to written and oral tests. The data used for the analysis was gathered by the Chennai chapter of Asha, an NGO working to improve the education of rural and urban schools in Tamil Nadu. They conducted oral and written assessments in about 90 primary government schools in Tamil Nadu in the subjects of Math, English, and Tamil. The data collected from these schools comprised of student's age, height, weight, parent's educational qualification and details about their preschool. Apart from these, details about the school were gathered from a website hosted and maintained by the National University of Educational Planning and Administration (NUEPA). This included school details such as the number of students, teachers and their qualifications, the facilities, etc. The results show that the medium of the class, the type of preschool attended and the gender of a student have a correlation with the performance while factors such as body mass index, student-teacher ratio and school infrastructure quality have a small or negligible correlation with the performance
{"title":"What Factors Affect a Primary Student's Performance?","authors":"Aaditya Singh, Swetha Mohan, V. Singhal, R. Krishnan, R. Rajendran","doi":"10.1109/T4E.2019.00077","DOIUrl":"https://doi.org/10.1109/T4E.2019.00077","url":null,"abstract":"This paper assesses the impact of gender, parents' education, preschool and medium of the class in influencing academic results with special attention given to written and oral tests. The data used for the analysis was gathered by the Chennai chapter of Asha, an NGO working to improve the education of rural and urban schools in Tamil Nadu. They conducted oral and written assessments in about 90 primary government schools in Tamil Nadu in the subjects of Math, English, and Tamil. The data collected from these schools comprised of student's age, height, weight, parent's educational qualification and details about their preschool. Apart from these, details about the school were gathered from a website hosted and maintained by the National University of Educational Planning and Administration (NUEPA). This included school details such as the number of students, teachers and their qualifications, the facilities, etc. The results show that the medium of the class, the type of preschool attended and the gender of a student have a correlation with the performance while factors such as body mass index, student-teacher ratio and school infrastructure quality have a small or negligible correlation with the performance","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133713536","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}
Manikutty Gayathri, L. M. Frey, N. Amritha, Udayalakshmi Chilakapati, V. Vennila, R. R. Bhavani
In this world of rapidly evolving technology and technological artifacts, there is an urgent need to bridge the digital divide between those online and offline, especially in developing countries. In this paper, we propose a low-cost educational package for teaching robotics to secondary school students in rural India to motivate youth interest in learning STEAM subjects. As rural India lacks technologically trained teachers, the self paced learning approach and carefully designed program guides allow the teacher to be a facilitator even without prior technology experience. The children demonstrated enthusiasm and engagement in activities, successfully attaining the defined outcomes based upon the application of STEAM concepts. The workshop curriculum proved to be a valid approach to promote interest in STEAM subjects in rural schools of India.
{"title":"I Can Also Make Robots! Inspiring Rural Indian Children to Learn Robotics","authors":"Manikutty Gayathri, L. M. Frey, N. Amritha, Udayalakshmi Chilakapati, V. Vennila, R. R. Bhavani","doi":"10.1109/T4E.2019.00022","DOIUrl":"https://doi.org/10.1109/T4E.2019.00022","url":null,"abstract":"In this world of rapidly evolving technology and technological artifacts, there is an urgent need to bridge the digital divide between those online and offline, especially in developing countries. In this paper, we propose a low-cost educational package for teaching robotics to secondary school students in rural India to motivate youth interest in learning STEAM subjects. As rural India lacks technologically trained teachers, the self paced learning approach and carefully designed program guides allow the teacher to be a facilitator even without prior technology experience. The children demonstrated enthusiasm and engagement in activities, successfully attaining the defined outcomes based upon the application of STEAM concepts. The workshop curriculum proved to be a valid approach to promote interest in STEAM subjects in rural schools of India.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115954963","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}
Arnav Nigam, K. Bhagat, M. Chandrakar, Pramod Goswami
Children at the age of 3 to 5 years, start to learn language writing by tracing over alphabets. They start by joining the dots marked on books to create an alphabet. However, this learning process is not very effective in engaging children for active and creative learning. In this paper, we present an Augmented Reality Tracing (ART) application that creates an interactive learning environment for kids. Although the basic idea of tracing remains the same, ART allows children to recognize the mistracing or deviation and encourages them to trace better in the next trial. Therefore, the application would enhance children's language writing experience and motivate them for self-learning.
{"title":"Design and Development of an Augmented Reality Tracing Application for Kindergarten Students","authors":"Arnav Nigam, K. Bhagat, M. Chandrakar, Pramod Goswami","doi":"10.1109/T4E.2019.00-14","DOIUrl":"https://doi.org/10.1109/T4E.2019.00-14","url":null,"abstract":"Children at the age of 3 to 5 years, start to learn language writing by tracing over alphabets. They start by joining the dots marked on books to create an alphabet. However, this learning process is not very effective in engaging children for active and creative learning. In this paper, we present an Augmented Reality Tracing (ART) application that creates an interactive learning environment for kids. Although the basic idea of tracing remains the same, ART allows children to recognize the mistracing or deviation and encourages them to trace better in the next trial. Therefore, the application would enhance children's language writing experience and motivate them for self-learning.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117023740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With a steep increase in awareness and advancement in technologies over the past decade the standards and content of curriculum receives constant upgradation. In the current scenario, students often find it exhausting to learn the voluminous matter presented to them. In these cases, it is essential to find an approach beyond conventional means to prove as an aid while studying. One such tool is a Mind Map. Although the tool is proven to be effective, the process of creating a Mind Map is found to be laborious. Our inventive software is designed to obtain useful information from a video lecture. This is done by utilizing the content obtained by crowd sourcing, splitting the video into multiple subtopics and then transcribing the same. The tool then processes this data and extracts keywords relevant to the area of discussion. Following this, the tool organizes these key phrases so that it can be represented as a hierarchical Mind Map. Each node contains necessary phrases and all nodes and these nodes are carefully ordered. Additionally, the Map is made interactive and dynamic in order to enhance the students' experience.
{"title":"Hierarchical Mind Map Generation from Video Lectures","authors":"Anusha Vimalaksha, Siddarth Vinay, N. S. Kumar","doi":"10.1109/T4E.2019.00-40","DOIUrl":"https://doi.org/10.1109/T4E.2019.00-40","url":null,"abstract":"With a steep increase in awareness and advancement in technologies over the past decade the standards and content of curriculum receives constant upgradation. In the current scenario, students often find it exhausting to learn the voluminous matter presented to them. In these cases, it is essential to find an approach beyond conventional means to prove as an aid while studying. One such tool is a Mind Map. Although the tool is proven to be effective, the process of creating a Mind Map is found to be laborious. Our inventive software is designed to obtain useful information from a video lecture. This is done by utilizing the content obtained by crowd sourcing, splitting the video into multiple subtopics and then transcribing the same. The tool then processes this data and extracts keywords relevant to the area of discussion. Following this, the tool organizes these key phrases so that it can be represented as a hierarchical Mind Map. Each node contains necessary phrases and all nodes and these nodes are carefully ordered. Additionally, the Map is made interactive and dynamic in order to enhance the students' experience.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131050991","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}
Students in 32,000 college departments were invited to participate in a project through a postal campaign, to be selected as FOSSEE Fellows. Out of the 500 students who completed this work, 90 were taken as FOSSEE Fellows for a duration of six weeks. When assigned to work on a related project, these Fellows produced good work, even though they were not top rankers in their colleges. Project based selection is better than examination based selection for short duration internships, as it produces a good combination of academic performance and motivation.
{"title":"FOSSEE Fellowship 2019: Results of Crowdsourcing and Performance Based Selection","authors":"K. Moudgalya, U. Viswanathan, Vineeta Ghavri","doi":"10.1109/T4E.2019.00-43","DOIUrl":"https://doi.org/10.1109/T4E.2019.00-43","url":null,"abstract":"Students in 32,000 college departments were invited to participate in a project through a postal campaign, to be selected as FOSSEE Fellows. Out of the 500 students who completed this work, 90 were taken as FOSSEE Fellows for a duration of six weeks. When assigned to work on a related project, these Fellows produced good work, even though they were not top rankers in their colleges. Project based selection is better than examination based selection for short duration internships, as it produces a good combination of academic performance and motivation.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128214696","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}
Bharati Choudhari, Jitendra R. Satam, Pushpendra Rai, Druman Utekar
Co-operative learning is becoming increasingly popular and gaining importance in modern education. It is more effective than traditional forms of learning. In this paper, we report the use of 'Structured' collaborative learning, in a course "Engineering Chemistry". The objective of this paper is to investigate the effectiveness of collaborative learning on improving undergraduate engineering students' learning in the subject of Engineering Chemistry. The students were actively involved and showed more enthusiasm and participation. A survey conducted at the end of the course shows that students were satisfied with the pedagogical approach and the CO is attained.
{"title":"Active Learning and CO Attainment through Collaborative Learning in Engineering Chemistry","authors":"Bharati Choudhari, Jitendra R. Satam, Pushpendra Rai, Druman Utekar","doi":"10.1109/T4E.2019.00075","DOIUrl":"https://doi.org/10.1109/T4E.2019.00075","url":null,"abstract":"Co-operative learning is becoming increasingly popular and gaining importance in modern education. It is more effective than traditional forms of learning. In this paper, we report the use of 'Structured' collaborative learning, in a course \"Engineering Chemistry\". The objective of this paper is to investigate the effectiveness of collaborative learning on improving undergraduate engineering students' learning in the subject of Engineering Chemistry. The students were actively involved and showed more enthusiasm and participation. A survey conducted at the end of the course shows that students were satisfied with the pedagogical approach and the CO is attained.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125230047","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}
Road safety training programs focusing on practical methods have been known to help novice drivers acquire the knowledge and skills required to drive on the road and improve their judgments. However, the attitude required for safe behavior is often overlooked, leading to road mishaps. This led us to study the ethical reasoning that influences people's attitude while taking a decision on the road. It is also reported that road safety education should commence as early as the age of 4-5 and needs to be pursued through primary and secondary school. Hence, we designed and developed a game-based learning environment, RoadEthos, using three technologies (Scratch, Arduino, 3D printer) to sensitize children towards road safety through ethical reasoning in road scenarios. The design of the game and its scenarios are based on the theoretical underpinnings of empathy and situated learning. This paper reports the results and analysis of a study conducted with 5 students of the age group 10-12, where we captured students' actions, decisions and their change in ethical reasoning, before and after interacting with this game. The paper concludes with the next steps for the project, in terms of its design and implementation.
{"title":"RoadEthos: Game-Based Learning to Sensitize Children on Road Safety through Ethical Reasoning","authors":"C. HeroldP., Ulfa Khwaja, S. Murthy, C. Dasgupta","doi":"10.1109/T4E.2019.00014","DOIUrl":"https://doi.org/10.1109/T4E.2019.00014","url":null,"abstract":"Road safety training programs focusing on practical methods have been known to help novice drivers acquire the knowledge and skills required to drive on the road and improve their judgments. However, the attitude required for safe behavior is often overlooked, leading to road mishaps. This led us to study the ethical reasoning that influences people's attitude while taking a decision on the road. It is also reported that road safety education should commence as early as the age of 4-5 and needs to be pursued through primary and secondary school. Hence, we designed and developed a game-based learning environment, RoadEthos, using three technologies (Scratch, Arduino, 3D printer) to sensitize children towards road safety through ethical reasoning in road scenarios. The design of the game and its scenarios are based on the theoretical underpinnings of empathy and situated learning. This paper reports the results and analysis of a study conducted with 5 students of the age group 10-12, where we captured students' actions, decisions and their change in ethical reasoning, before and after interacting with this game. The paper concludes with the next steps for the project, in terms of its design and implementation.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127805802","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}
Tinkering is a successful approach to solving complex engineering design problems. Complexity arises due to constraints from the problem space where the available conceptual knowledge is to be applied to solve the problem. On the other hand, tinkering requires working in the problem space with the available tools and resources to find solutions to the problem at hand. Prior knowledge of affordances of tools and resources available for tinkering through a problem or ability to acquire such information in the time of need is a challenge for an engineer who is a novice at tinkering. Gathering this information from manuals and online resources frequently requires switching context, which inhibits or discourages tinkering with the unknown components. To address this challenge, we propose to build a tinkering companion, TinkMate, using a robot for interaction and augmented reality for providing essential information. From a contextual inquiry in a young engineers robotics workshop, we have found that delivering just in time information about unknown components; and providing triggers on tinkering in a seamless human-like communicative manner, encourages experimentation with components of a kit. We plan to build and test a prototype of TinkMate using an off the shelf robot (COZMO) and features like just in time information (JITI) and just in time triggers for tinkering (JIT3). We would also like to study features that encourage participants and enable reflection, which has emerged on further exploration of this concept.
{"title":"Designing TinkMate: A Seamless Tinkering Companion for Engineering Design Kits","authors":"Ashutosh Raina, S. Murthy, Sridhar V. Iyer","doi":"10.1109/T4E.2019.00-58","DOIUrl":"https://doi.org/10.1109/T4E.2019.00-58","url":null,"abstract":"Tinkering is a successful approach to solving complex engineering design problems. Complexity arises due to constraints from the problem space where the available conceptual knowledge is to be applied to solve the problem. On the other hand, tinkering requires working in the problem space with the available tools and resources to find solutions to the problem at hand. Prior knowledge of affordances of tools and resources available for tinkering through a problem or ability to acquire such information in the time of need is a challenge for an engineer who is a novice at tinkering. Gathering this information from manuals and online resources frequently requires switching context, which inhibits or discourages tinkering with the unknown components. To address this challenge, we propose to build a tinkering companion, TinkMate, using a robot for interaction and augmented reality for providing essential information. From a contextual inquiry in a young engineers robotics workshop, we have found that delivering just in time information about unknown components; and providing triggers on tinkering in a seamless human-like communicative manner, encourages experimentation with components of a kit. We plan to build and test a prototype of TinkMate using an off the shelf robot (COZMO) and features like just in time information (JITI) and just in time triggers for tinkering (JIT3). We would also like to study features that encourage participants and enable reflection, which has emerged on further exploration of this concept.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127908849","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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