Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7271-9.ch040
R. Costello
The design and guidelines for gamification offer designers a range of solutions to provide empowerment and engagement to assist with retention within education. This chapter addresses a knowledge gap around the effective use while improving retention. With gaming mechanics as a driving point, specific design considerations were explored: badges, leader boards, points and levels, and challenges. The educator must think from the learner's perspective and find new ways of creating challenges and motivation techniques to provide value. Gamification, when applied to different disciplines, has the potential to facilitate the individual within learner-centricity. Current research indicates that gaming mechanics can encourage and motivate the learner while enriching their experience when applied to education.
{"title":"Gamification Design Principles and Mechanics to Improve Retention","authors":"R. Costello","doi":"10.4018/978-1-7998-7271-9.ch040","DOIUrl":"https://doi.org/10.4018/978-1-7998-7271-9.ch040","url":null,"abstract":"The design and guidelines for gamification offer designers a range of solutions to provide empowerment and engagement to assist with retention within education. This chapter addresses a knowledge gap around the effective use while improving retention. With gaming mechanics as a driving point, specific design considerations were explored: badges, leader boards, points and levels, and challenges. The educator must think from the learner's perspective and find new ways of creating challenges and motivation techniques to provide value. Gamification, when applied to different disciplines, has the potential to facilitate the individual within learner-centricity. Current research indicates that gaming mechanics can encourage and motivate the learner while enriching their experience when applied to education.","PeriodicalId":355025,"journal":{"name":"Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning","volume":"39 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":"114967501","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.ch009
Emily Guetzoian
This chapter discusses gamification strategies in the context of higher education student worker training. Specifically, it builds on the concepts of gamification in corporate training contexts and gamification in the academic classroom environment. It also considers various options to support gamified training content and methods to support student worker engagement and knowledge retention. It explains how these strategies relate to the concept of information literacy for an adult, higher education population. This chapter is ideal for higher education staff, faculty, or administrators who design training curricula for student workers.
{"title":"Gamification Strategies for Higher Education Student Worker Training","authors":"Emily Guetzoian","doi":"10.4018/978-1-7998-7271-9.ch009","DOIUrl":"https://doi.org/10.4018/978-1-7998-7271-9.ch009","url":null,"abstract":"This chapter discusses gamification strategies in the context of higher education student worker training. Specifically, it builds on the concepts of gamification in corporate training contexts and gamification in the academic classroom environment. It also considers various options to support gamified training content and methods to support student worker engagement and knowledge retention. It explains how these strategies relate to the concept of information literacy for an adult, higher education population. This chapter is ideal for higher education staff, faculty, or administrators who design training curricula for student workers.","PeriodicalId":355025,"journal":{"name":"Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning","volume":"35 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":"115557969","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.ch045
J. Kellinger
This chapter begins by arguing that computational thinking and coding should be included as two more C's in the Partnership for 21st Century Learning's list of essential skills. It does so by examining how coding and computational thinking can be used to manipulate people. It argues that gaming uses all the C's, including the two new ones proposed. It then explores connections between playing video games and computer programming. It claims that game-based learning would be an optimal way to leverage these connections to teach coding and describes ways in which to do so, including specific challenges that could be included in game-based learning and a sequence of introducing them so students can “level up.” It briefly examines different coding games and describes ways in which educators can create their own coding games. It concludes by arguing that educators can make the connections between gamer thinking and computational thinking visible, use games designed to teach coding, or create their own coding games to take advantage of near transfer.
{"title":"Learning Coding Through Gaming","authors":"J. Kellinger","doi":"10.4018/978-1-7998-7271-9.ch045","DOIUrl":"https://doi.org/10.4018/978-1-7998-7271-9.ch045","url":null,"abstract":"This chapter begins by arguing that computational thinking and coding should be included as two more C's in the Partnership for 21st Century Learning's list of essential skills. It does so by examining how coding and computational thinking can be used to manipulate people. It argues that gaming uses all the C's, including the two new ones proposed. It then explores connections between playing video games and computer programming. It claims that game-based learning would be an optimal way to leverage these connections to teach coding and describes ways in which to do so, including specific challenges that could be included in game-based learning and a sequence of introducing them so students can “level up.” It briefly examines different coding games and describes ways in which educators can create their own coding games. It concludes by arguing that educators can make the connections between gamer thinking and computational thinking visible, use games designed to teach coding, or create their own coding games to take advantage of near transfer.","PeriodicalId":355025,"journal":{"name":"Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning","volume":"26 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":"123676202","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.ch024
Jianshu Qiao, John R. Woodward, A. S. Alam
Researchers have been exploring the potential of educational video games for learning English vocabulary. The primary focus is on two questions: (1) Can educational video games motivate students to learn English vocabulary (which explores students' attitudes)? and (2) Are educational video games effective in acquiring English vocabulary (which explores learning outcomes)? Good quality empirical research on this is rare because of the shortage of games specific to educational purposes. In addition, although some researchers have contributed to answering these two questions, their methodology is not convincing. Therefore, this chapter aims to provide an overview of their methodologies by introducing participant groups, popular educational video games, pre-test, post-test, and data analysis. Finally, this chapter will inspire researchers to conduct more reliable empirical research, thereby making better-found contributions to the field.
{"title":"Educational Video Games for Learning English Vocabulary","authors":"Jianshu Qiao, John R. Woodward, A. S. Alam","doi":"10.4018/978-1-7998-7271-9.ch024","DOIUrl":"https://doi.org/10.4018/978-1-7998-7271-9.ch024","url":null,"abstract":"Researchers have been exploring the potential of educational video games for learning English vocabulary. The primary focus is on two questions: (1) Can educational video games motivate students to learn English vocabulary (which explores students' attitudes)? and (2) Are educational video games effective in acquiring English vocabulary (which explores learning outcomes)? Good quality empirical research on this is rare because of the shortage of games specific to educational purposes. In addition, although some researchers have contributed to answering these two questions, their methodology is not convincing. Therefore, this chapter aims to provide an overview of their methodologies by introducing participant groups, popular educational video games, pre-test, post-test, and data analysis. Finally, this chapter will inspire researchers to conduct more reliable empirical research, thereby making better-found contributions to the field.","PeriodicalId":355025,"journal":{"name":"Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning","volume":"25 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":"124587456","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.ch048
A. Correia, Pedro B. Água
Virtual reality (VR) is a technology that is becoming more common for applications in the field of education and training. VR can be used to create simulated two- and three-dimensional scenarios, promoting interactions between the user and the environment, which allows experiencing virtual training situations very close to real actions. The aim of this text is to describe the development of a teaching and training tool using VR technology for scuba divers' operations within the aquatic context for enhancing critical thinking. To this end, a survey of requirements based on real procedures was carried out in order to transpose them into a synthetic environment. After the construction of the artefact, it was tested and evaluated by qualified users, and the results are promising.
{"title":"Virtual Training for Scuba Divers","authors":"A. Correia, Pedro B. Água","doi":"10.4018/978-1-7998-7271-9.ch048","DOIUrl":"https://doi.org/10.4018/978-1-7998-7271-9.ch048","url":null,"abstract":"Virtual reality (VR) is a technology that is becoming more common for applications in the field of education and training. VR can be used to create simulated two- and three-dimensional scenarios, promoting interactions between the user and the environment, which allows experiencing virtual training situations very close to real actions. The aim of this text is to describe the development of a teaching and training tool using VR technology for scuba divers' operations within the aquatic context for enhancing critical thinking. To this end, a survey of requirements based on real procedures was carried out in order to transpose them into a synthetic environment. After the construction of the artefact, it was tested and evaluated by qualified users, and the results are promising.","PeriodicalId":355025,"journal":{"name":"Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning","volume":"34 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":"121192637","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.ch028
J. Reuter, M. Ferreira Dias, M. Amorim, M. Madaleno, C. Veloso
Innovative educational methods such as gamification are gaining ground in more formal environments and have great potential to improve learning in education. However, the implementation of this strategy in the classroom is assumed to be a complex practice for beginners and requires the development of new competencies by educators. This chapter aims to contribute to the advancement of knowledge about the main competencies needed for educators to perform as facilitators of educational games. The study was developed through critical literature review, interviews, and questionnaires. The outcome is the development of a framework of competencies of an educator willing to use game-based learning. The study highlights the importance of institutional support to boost the development of pedagogical, technological, and social skills among educators. The conclusions of the chapter are valuable for educators aiming to adopt game-based learning and to higher education decision makers committed to expanding innovative learning contexts on their institutions.
{"title":"Educators as Facilitators of Game-Based Learning","authors":"J. Reuter, M. Ferreira Dias, M. Amorim, M. Madaleno, C. Veloso","doi":"10.4018/978-1-7998-7271-9.ch028","DOIUrl":"https://doi.org/10.4018/978-1-7998-7271-9.ch028","url":null,"abstract":"Innovative educational methods such as gamification are gaining ground in more formal environments and have great potential to improve learning in education. However, the implementation of this strategy in the classroom is assumed to be a complex practice for beginners and requires the development of new competencies by educators. This chapter aims to contribute to the advancement of knowledge about the main competencies needed for educators to perform as facilitators of educational games. The study was developed through critical literature review, interviews, and questionnaires. The outcome is the development of a framework of competencies of an educator willing to use game-based learning. The study highlights the importance of institutional support to boost the development of pedagogical, technological, and social skills among educators. The conclusions of the chapter are valuable for educators aiming to adopt game-based learning and to higher education decision makers committed to expanding innovative learning contexts on their institutions.","PeriodicalId":355025,"journal":{"name":"Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning","volume":"3 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":"125741745","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.ch027
Meltem Huri Baturay, Ahmet Erdost Yastıbaş, Gonca Yangın Ekşi, Cafer Ahmet Çinar
Increasing human activities in the environment have created severe effects; therefore, handling such effects by raising environmental awareness through several ways has become significant to sustain the environment, which can enhance 21st century skills including critical thinking and information literacy. Digital games can be used for this because they create an environment for learning with higher engagement, motivation, and excitement besides fostering cognitive attainment and retention. Accordingly, a mobile game-based content and language-integrated learning practice (an educational digital game called ENVglish) was developed to raise EFL students' environmental awareness in this qualitative study. During the design and development phases of the game, students' and teachers' perceptions regarding it were collected with semi-structured interviews. The data were content analyzed. The findings indicated that both students and teachers had positive perceptions about the game and that students could improve their English and have environmental awareness with the game.
{"title":"A Game-Based Content and Language-Integrated Learning Practice for Environmental Awareness (ENVglish)","authors":"Meltem Huri Baturay, Ahmet Erdost Yastıbaş, Gonca Yangın Ekşi, Cafer Ahmet Çinar","doi":"10.4018/978-1-7998-7271-9.ch027","DOIUrl":"https://doi.org/10.4018/978-1-7998-7271-9.ch027","url":null,"abstract":"Increasing human activities in the environment have created severe effects; therefore, handling such effects by raising environmental awareness through several ways has become significant to sustain the environment, which can enhance 21st century skills including critical thinking and information literacy. Digital games can be used for this because they create an environment for learning with higher engagement, motivation, and excitement besides fostering cognitive attainment and retention. Accordingly, a mobile game-based content and language-integrated learning practice (an educational digital game called ENVglish) was developed to raise EFL students' environmental awareness in this qualitative study. During the design and development phases of the game, students' and teachers' perceptions regarding it were collected with semi-structured interviews. The data were content analyzed. The findings indicated that both students and teachers had positive perceptions about the game and that students could improve their English and have environmental awareness with the game.","PeriodicalId":355025,"journal":{"name":"Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning","volume":"94 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":"125177445","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.ch010
Patrícia Gouveia, L. Lima, Anna Unterholzner
This chapter presents experiences in using gaming and interactive media in higher education environments since 2017 culminating in the 2020/21 years when the COVID-19 pandemic forced teachers and students to adopt different work methodologies. Participatory design strategies merged with a tradition of critical and interdisciplinary studies in humanities mediated by online technologies helped shape these strategies enhanced by the cooperation from three different faculties from Lisbon University in Portugal (Universidade de Lisboa, UL), namely FBAUL, IST, and IGOT. The aim of these experiments was to augment the potential for innovation and research taking advantage of gaming research methodologies to involve teachers and students in a common context. This chapter also shows research done in interactive media, augmented and virtual reality, game art, and gender equity. The year 2020 showed how institutional collaboration can open learning spaces to a more focused approach on the interests of young people and to promote a more sustainable and dynamic future.
本章介绍了自2017年以来在高等教育环境中使用游戏和互动媒体的经验，最终在2020/21年度达到高潮，当时COVID-19大流行迫使教师和学生采用不同的工作方法。参与式设计策略与在线技术介导的人文学科批判性和跨学科研究传统相结合，帮助形成了这些策略，并得到了葡萄牙里斯本大学(Universidade de Lisbon, UL)三个不同学院(faul, IST和IGOT)的合作。这些实验的目的是增强创新和研究的潜力，利用游戏研究方法让教师和学生参与到共同的环境中。本章还展示了在互动媒体、增强现实和虚拟现实、游戏艺术和性别平等方面所做的研究。2020年展示了机构合作如何开放学习空间，以更加关注年轻人的利益，并促进更可持续和更有活力的未来。
{"title":"Interactive Multimedia Experiences in Higher Education","authors":"Patrícia Gouveia, L. Lima, Anna Unterholzner","doi":"10.4018/978-1-7998-7271-9.ch010","DOIUrl":"https://doi.org/10.4018/978-1-7998-7271-9.ch010","url":null,"abstract":"This chapter presents experiences in using gaming and interactive media in higher education environments since 2017 culminating in the 2020/21 years when the COVID-19 pandemic forced teachers and students to adopt different work methodologies. Participatory design strategies merged with a tradition of critical and interdisciplinary studies in humanities mediated by online technologies helped shape these strategies enhanced by the cooperation from three different faculties from Lisbon University in Portugal (Universidade de Lisboa, UL), namely FBAUL, IST, and IGOT. The aim of these experiments was to augment the potential for innovation and research taking advantage of gaming research methodologies to involve teachers and students in a common context. This chapter also shows research done in interactive media, augmented and virtual reality, game art, and gender equity. The year 2020 showed how institutional collaboration can open learning spaces to a more focused approach on the interests of young people and to promote a more sustainable and dynamic future.","PeriodicalId":355025,"journal":{"name":"Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning","volume":"46 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":"133438143","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.ch046
Géraldine Bengsch
This chapter considers ways in which educators can create their own educational applications to integrate into their teaching. It is argued that interactive uses of technology can aid student engagement and encourage uptake of skills presented to them. Today, tools available allow everyone to create not only static websites, but also functional applications. It is possible to get started without knowing how to code, empowering anyone with an interest in technology to become a creator. While these no and low code solutions may come with some restrictions, they may encourage users to explore more traditional ways to engage with code and its possibilities for teaching. The chapter aims to encourage readers to look at technology as a creative practice to include into their teaching. It suggests strategies to help readers select the most appropriate tool for their projects.
{"title":"Using Custom-Built, Small-Scale Educational Solutions to Teach Qualitative Research Literacy","authors":"Géraldine Bengsch","doi":"10.4018/978-1-7998-7271-9.ch046","DOIUrl":"https://doi.org/10.4018/978-1-7998-7271-9.ch046","url":null,"abstract":"This chapter considers ways in which educators can create their own educational applications to integrate into their teaching. It is argued that interactive uses of technology can aid student engagement and encourage uptake of skills presented to them. Today, tools available allow everyone to create not only static websites, but also functional applications. It is possible to get started without knowing how to code, empowering anyone with an interest in technology to become a creator. While these no and low code solutions may come with some restrictions, they may encourage users to explore more traditional ways to engage with code and its possibilities for teaching. The chapter aims to encourage readers to look at technology as a creative practice to include into their teaching. It suggests strategies to help readers select the most appropriate tool for their projects.","PeriodicalId":355025,"journal":{"name":"Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning","volume":"222 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":"132619111","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.ch017
Sam von Gillern, Carolyn J. Stufft, R. Marlatt, L. Nadolny
This research examines the perceptions and instructional ideas of preservice teachers as relates to using Minecraft, a popular video game, to facilitate game-based learning opportunities in their future elementary classrooms. The participants were 21 preservice teachers who played Minecraft as part of a teacher preparation program course and then completed essays on their experiences with the game and its potential to support student learning in the elementary English language arts classroom. These essays were coded and analyzed for themes. Three primary results were found in data analysis. First, three groups emerged from the data with each group indicating either no interest, some interest, or high interest in using Minecraft in their future teaching. Second, the preservice teachers illustrated various potential instructional strategies for integrating the game into the classroom, and third, participants identified a variety of ways that Minecraft integration can support English language arts instruction and learning.
{"title":"Minecraft and Elementary Literacy Learning","authors":"Sam von Gillern, Carolyn J. Stufft, R. Marlatt, L. Nadolny","doi":"10.4018/978-1-7998-7271-9.ch017","DOIUrl":"https://doi.org/10.4018/978-1-7998-7271-9.ch017","url":null,"abstract":"This research examines the perceptions and instructional ideas of preservice teachers as relates to using Minecraft, a popular video game, to facilitate game-based learning opportunities in their future elementary classrooms. The participants were 21 preservice teachers who played Minecraft as part of a teacher preparation program course and then completed essays on their experiences with the game and its potential to support student learning in the elementary English language arts classroom. These essays were coded and analyzed for themes. Three primary results were found in data analysis. First, three groups emerged from the data with each group indicating either no interest, some interest, or high interest in using Minecraft in their future teaching. Second, the preservice teachers illustrated various potential instructional strategies for integrating the game into the classroom, and third, participants identified a variety of ways that Minecraft integration can support English language arts instruction and learning.","PeriodicalId":355025,"journal":{"name":"Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning","volume":"130 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":"115456484","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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