Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7271-9.ch033
G. Bampasidis, Apostolia Galani, Constantine Skordoulis
This chapter aims to contribute to the discussion of incorporating mobile games with astronomy and space themes in order to support science learning. One concern is when these games include erroneous science content. In this case, they may build or enhance misconceptions or misunderstandings, which eventually create learning barriers. The authors try to determine the learning strategies or pedagogies which can be used to incorporate such games in science education. Research on which characteristics these games should have is also presented. Game-based learning is in alignment with acquiring and developing 21st century literacy skills. One of these skills, information literacy, is related to domain knowledge learning.
{"title":"Astronomy and Space-Themed Mobile Games","authors":"G. Bampasidis, Apostolia Galani, Constantine Skordoulis","doi":"10.4018/978-1-7998-7271-9.ch033","DOIUrl":"https://doi.org/10.4018/978-1-7998-7271-9.ch033","url":null,"abstract":"This chapter aims to contribute to the discussion of incorporating mobile games with astronomy and space themes in order to support science learning. One concern is when these games include erroneous science content. In this case, they may build or enhance misconceptions or misunderstandings, which eventually create learning barriers. The authors try to determine the learning strategies or pedagogies which can be used to incorporate such games in science education. Research on which characteristics these games should have is also presented. Game-based learning is in alignment with acquiring and developing 21st century literacy skills. One of these skills, information literacy, is related to domain knowledge learning.","PeriodicalId":355025,"journal":{"name":"Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124957721","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 : 1900-01-01DOI: 10.4018/978-1-7998-7271-9.ch030
Absolom Muzambi, L. Goosen
In order to provide readers with an overview and summarize the content, the purpose of this chapter is stated as reporting on an investigation around acquiring 21st century skills through e-learning. This study takes place against the background of the factors affecting the successful implementation of an e-education policy and community engagement. In terms of research methodology, a case study is used of a specific high (secondary) school in the Metro North district of the Western Cape province, South Africa.
{"title":"Factors Affecting the Successful Implementation of an E-Education Policy and Community Engagement","authors":"Absolom Muzambi, L. Goosen","doi":"10.4018/978-1-7998-7271-9.ch030","DOIUrl":"https://doi.org/10.4018/978-1-7998-7271-9.ch030","url":null,"abstract":"In order to provide readers with an overview and summarize the content, the purpose of this chapter is stated as reporting on an investigation around acquiring 21st century skills through e-learning. This study takes place against the background of the factors affecting the successful implementation of an e-education policy and community engagement. In terms of research methodology, a case study is used of a specific high (secondary) school in the Metro North district of the Western Cape province, South Africa.","PeriodicalId":355025,"journal":{"name":"Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131396732","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 : 1900-01-01DOI: 10.4018/978-1-7998-7271-9.ch032
Ana Nobre, Vasco Nobre
Gamification has been a very frequent research topic in the area of education in recent years, with some positive results, such as increasing student engagement and motivation. However, studies on gamification as an instructional strategy are recent and need more data to help teachers in its use in the classroom. Thus, this work describes a gamification experience of a social game with graduate students, teachers in primary and secondary education, and discusses how the elements present in games can provide engagement and favor learning. Furthermore, the authors present the Kahoot app as a possibility to stimulate and engage students in the teaching-learning process, analyzing some implications of learning with a mobile device. The results had a positive impact on increasing student engagement in both Game Social and Kahoot. Therefore, gamification and mobile learning can be good alternatives to increase the quality of teaching, generating meaningful experiences in the classroom.
{"title":"Gamification and Mobile Learning","authors":"Ana Nobre, Vasco Nobre","doi":"10.4018/978-1-7998-7271-9.ch032","DOIUrl":"https://doi.org/10.4018/978-1-7998-7271-9.ch032","url":null,"abstract":"Gamification has been a very frequent research topic in the area of education in recent years, with some positive results, such as increasing student engagement and motivation. However, studies on gamification as an instructional strategy are recent and need more data to help teachers in its use in the classroom. Thus, this work describes a gamification experience of a social game with graduate students, teachers in primary and secondary education, and discusses how the elements present in games can provide engagement and favor learning. Furthermore, the authors present the Kahoot app as a possibility to stimulate and engage students in the teaching-learning process, analyzing some implications of learning with a mobile device. The results had a positive impact on increasing student engagement in both Game Social and Kahoot. Therefore, gamification and mobile learning can be good alternatives to increase the quality of teaching, generating meaningful experiences in the classroom.","PeriodicalId":355025,"journal":{"name":"Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning","volume":"63 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134544490","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 : 1900-01-01DOI: 10.4018/978-1-7998-7271-9.ch021
R. Tshifhumulo, L. D. Tshikukuvhe, Talifhani Trevor Ramatswi
This chapter explores the possibility of enhancing literacy skills using indigenous games played by Vhavenda children at foundation phase. It critically analyses different types of Vhavenda games played by children which are ndode, mufuvha, muravharavha, and tsetsetse or trere-tsere to solicit the possibility to enhance literacy skills. Methodologically, this study aligns with the use of qualitative approach where researchers collected data using interviews and observations. The focus is on Vhavenda indigenous games that can be adopted by other cultures to enhance learning inside and outside the classroom environment. The results found that indigenous games develop several literacy skills inclusive of school, arithmetic, communication, cultural, emotional, and physical literacies which are very important for total development of children. Games are enjoyable and interesting and as such make learning fun.
{"title":"Enhancing Literacy Skills Using Indigenous Games","authors":"R. Tshifhumulo, L. D. Tshikukuvhe, Talifhani Trevor Ramatswi","doi":"10.4018/978-1-7998-7271-9.ch021","DOIUrl":"https://doi.org/10.4018/978-1-7998-7271-9.ch021","url":null,"abstract":"This chapter explores the possibility of enhancing literacy skills using indigenous games played by Vhavenda children at foundation phase. It critically analyses different types of Vhavenda games played by children which are ndode, mufuvha, muravharavha, and tsetsetse or trere-tsere to solicit the possibility to enhance literacy skills. Methodologically, this study aligns with the use of qualitative approach where researchers collected data using interviews and observations. The focus is on Vhavenda indigenous games that can be adopted by other cultures to enhance learning inside and outside the classroom environment. The results found that indigenous games develop several literacy skills inclusive of school, arithmetic, communication, cultural, emotional, and physical literacies which are very important for total development of children. Games are enjoyable and interesting and as such make learning fun.","PeriodicalId":355025,"journal":{"name":"Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132387039","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 : 1900-01-01DOI: 10.4018/978-1-7998-7271-9.ch037
Hannah Luce, R. Lambert
The authors of this study seek to provide practitioners with evidence to support the instructional value of Ignite by Hatch, a digital learning game designed for preschool children. Analyses were conducted using the entire population of three- and four-year-old children who used Ignite during the 2020-2021 academic year (n = 29,417) and included the use of descriptive statistics to explore patterns of growth and the Rasch measurement model to explore item difficulty. This chapter also features a preliminary crosswalk establishing the alignment between the domains, subdomains, and games presented within the Ignite game environment and the learning goals provided by the North Carolina Foundations for Early Learning and Development framework. Results suggest strong preliminary evidence in support of the instructional value of Ignite by Hatch. Further research is recommended to understand how knowledge and skill acquisition within the game environment translate to developmental growth outside of the gaming environment.
本研究的作者试图为从业者提供证据来支持Ignite by Hatch的教学价值，这是一款为学龄前儿童设计的数字学习游戏。对2020-2021学年期间使用Ignite的所有3岁和4岁儿童(n = 29,417)进行了分析，包括使用描述性统计来探索成长模式，使用Rasch测量模型来探索项目难度。本章还以初步的交叉通道为特色，建立了Ignite游戏环境中呈现的域、子域和游戏与北卡罗来纳早期学习和发展基金会框架提供的学习目标之间的一致性。结果表明，初步证据有力地支持了Hatch的Ignite教学价值。我们建议进行进一步研究，以了解游戏环境中的知识和技能获取如何转化为游戏环境之外的发展成长。
{"title":"Providing Validity Evidence for Ignite by Hatch","authors":"Hannah Luce, R. Lambert","doi":"10.4018/978-1-7998-7271-9.ch037","DOIUrl":"https://doi.org/10.4018/978-1-7998-7271-9.ch037","url":null,"abstract":"The authors of this study seek to provide practitioners with evidence to support the instructional value of Ignite by Hatch, a digital learning game designed for preschool children. Analyses were conducted using the entire population of three- and four-year-old children who used Ignite during the 2020-2021 academic year (n = 29,417) and included the use of descriptive statistics to explore patterns of growth and the Rasch measurement model to explore item difficulty. This chapter also features a preliminary crosswalk establishing the alignment between the domains, subdomains, and games presented within the Ignite game environment and the learning goals provided by the North Carolina Foundations for Early Learning and Development framework. Results suggest strong preliminary evidence in support of the instructional value of Ignite by Hatch. Further research is recommended to understand how knowledge and skill acquisition within the game environment translate to developmental growth outside of the gaming environment.","PeriodicalId":355025,"journal":{"name":"Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130019257","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 : 1900-01-01DOI: 10.4018/978-1-7998-7271-9.ch039
Elvira Lázaro Santos, Leonor Santos
This chapter presents an empirical research where the authors developed tasks based on a digital game supported by assessment strategies. The study is interpretative in nature, in a case study design. The authors designed tasks with technology and assessment strategies in a collaborative work context implemented in a mathematics classroom with 5th grade students (students 10 years old). The results evidence that the use of a digital game and formative assessment have contributed to the learning of complementary and supplementary angle pairs, giving meaning to their utilization as an effective strategy.
{"title":"How Gaming and Formative Assessment Contribute to Learning Supplementary and Complementary Angles","authors":"Elvira Lázaro Santos, Leonor Santos","doi":"10.4018/978-1-7998-7271-9.ch039","DOIUrl":"https://doi.org/10.4018/978-1-7998-7271-9.ch039","url":null,"abstract":"This chapter presents an empirical research where the authors developed tasks based on a digital game supported by assessment strategies. The study is interpretative in nature, in a case study design. The authors designed tasks with technology and assessment strategies in a collaborative work context implemented in a mathematics classroom with 5th grade students (students 10 years old). The results evidence that the use of a digital game and formative assessment have contributed to the learning of complementary and supplementary angle pairs, giving meaning to their utilization as an effective strategy.","PeriodicalId":355025,"journal":{"name":"Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130040065","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 : 1900-01-01DOI: 10.4018/978-1-7998-7271-9.ch012
Brian Angus McKenzie
This chapter provides a case study of the use of worldbuilding for role-playing games as the foundation for a first year multiliteracies seminar. The author provides an overview of teaching and learning during the pandemic in the Irish context. The chapter provides practical advice on using a MediaWiki installation as the infrastructure for worldbuilding projects. The author shows how this imparts important digital literacies and allows for a critical apprehension of Wikipedia itself. The author argues that online learning and professional development benefit from a multiliteracies approach and, furthermore, that worldbuilding is a useful strategy for overcoming the limitations of online learning while at the same time achieving rigorous learning outcomes.
{"title":"Worldbuilding, Gaming, and Multiliteracies in an Online First-Year Seminar","authors":"Brian Angus McKenzie","doi":"10.4018/978-1-7998-7271-9.ch012","DOIUrl":"https://doi.org/10.4018/978-1-7998-7271-9.ch012","url":null,"abstract":"This chapter provides a case study of the use of worldbuilding for role-playing games as the foundation for a first year multiliteracies seminar. The author provides an overview of teaching and learning during the pandemic in the Irish context. The chapter provides practical advice on using a MediaWiki installation as the infrastructure for worldbuilding projects. The author shows how this imparts important digital literacies and allows for a critical apprehension of Wikipedia itself. The author argues that online learning and professional development benefit from a multiliteracies approach and, furthermore, that worldbuilding is a useful strategy for overcoming the limitations of online learning while at the same time achieving rigorous learning outcomes.","PeriodicalId":355025,"journal":{"name":"Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116756040","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 : 1900-01-01DOI: 10.4018/978-1-7998-7271-9.ch013
Minda M. B. Marshall, Marinda Marshall
This chapter foregrounds an online gamified visual intelligence innovation (eyebraingym) developed to enhance visual processing skills, improve memory and vocabulary, and increase reading fluency. The explicit aim of the innovation is to improve comprehension towards visual intelligence. Ninety-eight Grade 8 learners at a South African Boy's School completed their online development during the 2021 academic year. These learners were part of a group of students participating in a whole school reading and literacy intervention program. The innovation is an integral part of this ongoing project. Their interaction with the innovation consists of 15 sessions completed once or twice a week for 20 – 40 minutes over five months. The results of the project are positive. It shows that most participating students improved their perceptual development and reading speed (VPF) and cognitive development and comprehension skills (CDF). In addition, these outcomes transferred to improved relative efficiency when working with information (AIUF).
{"title":"Using Game-Based Learning to Improve Boys' Literacy","authors":"Minda M. B. Marshall, Marinda Marshall","doi":"10.4018/978-1-7998-7271-9.ch013","DOIUrl":"https://doi.org/10.4018/978-1-7998-7271-9.ch013","url":null,"abstract":"This chapter foregrounds an online gamified visual intelligence innovation (eyebraingym) developed to enhance visual processing skills, improve memory and vocabulary, and increase reading fluency. The explicit aim of the innovation is to improve comprehension towards visual intelligence. Ninety-eight Grade 8 learners at a South African Boy's School completed their online development during the 2021 academic year. These learners were part of a group of students participating in a whole school reading and literacy intervention program. The innovation is an integral part of this ongoing project. Their interaction with the innovation consists of 15 sessions completed once or twice a week for 20 – 40 minutes over five months. The results of the project are positive. It shows that most participating students improved their perceptual development and reading speed (VPF) and cognitive development and comprehension skills (CDF). In addition, these outcomes transferred to improved relative efficiency when working with information (AIUF).","PeriodicalId":355025,"journal":{"name":"Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125021224","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 : 1900-01-01DOI: 10.4018/978-1-7998-7271-9.ch022
H. Mulaudzi, R. Tshifhumulo, T. J. Makhanikhe
Critical thinking skills are fundamental for both undergraduate and postgraduate students in the academic environment. These skills allow students to question and reflect on the knowledge and information presented to them. These skills can be learned differently through various instruments. This chapter explores how this game can contribute towards teaching critical thinking skills. There are various indigenous games played in Vhavenda culture. The researchers focus on an indigenous game, Duvheke. The chapter employs game-based pedagogy as a theory that underpins this study. Methodologically, the chapter assumes a qualitative complexion because it seeks to collect in-depth information about Duvheke and how it can be used in teaching critical thinking skills first entering students in a rural university. The data collection method used is interviews which were collected from first entering students. Preliminary findings suggest that critical thinking is needed to play Duvheke. The chapter suggests that Duvheke can be a valuable tool in teaching critical thinking skills.
{"title":"Exploring the Use of African Indigenous Games in Teaching Critical Thinking Skills","authors":"H. Mulaudzi, R. Tshifhumulo, T. J. Makhanikhe","doi":"10.4018/978-1-7998-7271-9.ch022","DOIUrl":"https://doi.org/10.4018/978-1-7998-7271-9.ch022","url":null,"abstract":"Critical thinking skills are fundamental for both undergraduate and postgraduate students in the academic environment. These skills allow students to question and reflect on the knowledge and information presented to them. These skills can be learned differently through various instruments. This chapter explores how this game can contribute towards teaching critical thinking skills. There are various indigenous games played in Vhavenda culture. The researchers focus on an indigenous game, Duvheke. The chapter employs game-based pedagogy as a theory that underpins this study. Methodologically, the chapter assumes a qualitative complexion because it seeks to collect in-depth information about Duvheke and how it can be used in teaching critical thinking skills first entering students in a rural university. The data collection method used is interviews which were collected from first entering students. Preliminary findings suggest that critical thinking is needed to play Duvheke. The chapter suggests that Duvheke can be a valuable tool in teaching critical thinking skills.","PeriodicalId":355025,"journal":{"name":"Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129436742","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 : 1900-01-01DOI: 10.4018/978-1-7998-7271-9.ch019
Hacer Dolanbay
Whether we call it the age of information, the age of digitalization, or the informatics, this century is an era in which rapid technological developments are taking place and will continue without stopping. The importance of using the media consciously and appropriately is increasing by reducing the effects of the media on individuals with many positive and negative characteristics. Having media literacy skills, which is one of the basic skills of the new century, is important in learning how tool live with the media. Becoming a conscious media consumer and producer, the way to realize the reality in the media is to have media literacy skills which is one of the basic skills of the new century. This chapter is mainly aimed at studying the dynamics that makeup media literacy and media literacy skills. How the century has transformed to meet the needs of its students will be highlighted within the context of media literacy. Then, the chapter will be completed by explaining how media literacy is reflected in pedagogy with examples suitable for different courses and levels.
{"title":"The Transformation of Literacy and Media Literacy","authors":"Hacer Dolanbay","doi":"10.4018/978-1-7998-7271-9.ch019","DOIUrl":"https://doi.org/10.4018/978-1-7998-7271-9.ch019","url":null,"abstract":"Whether we call it the age of information, the age of digitalization, or the informatics, this century is an era in which rapid technological developments are taking place and will continue without stopping. The importance of using the media consciously and appropriately is increasing by reducing the effects of the media on individuals with many positive and negative characteristics. Having media literacy skills, which is one of the basic skills of the new century, is important in learning how tool live with the media. Becoming a conscious media consumer and producer, the way to realize the reality in the media is to have media literacy skills which is one of the basic skills of the new century. This chapter is mainly aimed at studying the dynamics that makeup media literacy and media literacy skills. How the century has transformed to meet the needs of its students will be highlighted within the context of media literacy. Then, the chapter will be completed by explaining how media literacy is reflected in pedagogy with examples suitable for different courses and levels.","PeriodicalId":355025,"journal":{"name":"Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127863346","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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