We believe that challenging times demand HCI education to pay attention to current real-life, complex, systemic problems. Therefore, we suggest an integrated framework for teaching HCI that involves combining the transition design framework, which suggests long-term, future-oriented design on a large scale toward more sustainable lifestyles, and speculative and critical design. The integration of the two creates spaces for dialogues and debates enabling students to take a more critical perspective concerning possible futures and technology design. We suggest studio-based pedagogy and explicate various aspects of the course, including its theoretical and practical underpinnings, pedagogical approach, and provide examples of projects to illustrate how the framework was used and ways in which speculative and critical design and thinking were crucial for learning. Finally, we highlight six learning facets that might contribute to orienting students’ upcoming professional work towards desirable futures.
{"title":"Design Implications for Interactive and Analogue Technologies supporting Distance Education: A Longitudinal Mixed-Method Study during the Pandemic","authors":"Duarte L. Sousa, Pedro F. Campos, Vanessa Cesário","doi":"10.55612/s-5002-052-001","DOIUrl":"https://doi.org/10.55612/s-5002-052-001","url":null,"abstract":"We believe that challenging times demand HCI education to pay attention to current real-life, complex, systemic problems. Therefore, we suggest an integrated framework for teaching HCI that involves combining the transition design framework, which suggests long-term, future-oriented design on a large scale toward more sustainable lifestyles, and speculative and critical design. The integration of the two creates spaces for dialogues and debates enabling students to take a more critical perspective concerning possible futures and technology design. We suggest studio-based pedagogy and explicate various aspects of the course, including its theoretical and practical underpinnings, pedagogical approach, and provide examples of projects to illustrate how the framework was used and ways in which speculative and critical design and thinking were crucial for learning. Finally, we highlight six learning facets that might contribute to orienting students’ upcoming professional work towards desirable futures.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"156 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131723348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The large variety of students in a class makes the teaching task complex, making it difficult for the teacher to personalise learning to each student. Since students should be at the centre of the educational process, it is necessary to know them better, so this study aims to explore the possibilities of using a camera for emotion recognition (ER) with a view to the potential use of this information to improve the teaching-learning process. To accomplish the aim it is previously necessary to develop and apply code capable of detecting faces, ER and transfer this data into a database for further analysis, which consists of establishing the first approximations to the relationship between students' emotions and other conditions (subject, time of day, academic performance). By monitoring the emotional state of students, if used properly, can improve educational processes, such as the teacher's decision-making in the classroom, as well as optimise attention to students, adjusting their methodology or focusing on a specific student.
{"title":"Pilot study of real-time Emotional Recognition technology for Secondary school students","authors":"Cèlia Llurba, G. Fretes, R. Palau","doi":"10.55612/s-5002-052-004","DOIUrl":"https://doi.org/10.55612/s-5002-052-004","url":null,"abstract":"The large variety of students in a class makes the teaching task complex, making it difficult for the teacher to personalise learning to each student. Since students should be at the centre of the educational process, it is necessary to know them better, so this study aims to explore the possibilities of using a camera for emotion recognition (ER) with a view to the potential use of this information to improve the teaching-learning process. To accomplish the aim it is previously necessary to develop and apply code capable of detecting faces, ER and transfer this data into a database for further analysis, which consists of establishing the first approximations to the relationship between students' emotions and other conditions (subject, time of day, academic performance). By monitoring the emotional state of students, if used properly, can improve educational processes, such as the teacher's decision-making in the classroom, as well as optimise attention to students, adjusting their methodology or focusing on a specific student.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134195576","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}
Diego Ricca, Bianca Lupo, Jairo Diniz, L. Veras, Clice Mazzilli
This paper aims to identify which design strategies can be considered when exploring different levels of stimulation of cognition and attention of the user in the development of educational location-based applications used in public urban space. We proposed the Stimulus Level Framework, divided into linear, circular and spiral stimuli, based on a theoretical reflection. It is a tool to help designers to think about educational and contextual digital experiences. Afterwards, we made a practical reflection about the proposed framework in a real context. An Augmented Reality project integrated with urban furniture of a historical street in the city of Fortaleza, Brazil, was proposed. Thinking about the design decisions based on the levels of the framework, helped in the process of data collection. It also helped in the proposition of elements that could stimulate the user's attention in different levels, having the technology as an element that unifies the whole experience.
{"title":"Attention, stimulus and Augmented Reality for urban daily-life education in a social peripheral setting: the Streets that tell stories","authors":"Diego Ricca, Bianca Lupo, Jairo Diniz, L. Veras, Clice Mazzilli","doi":"10.55612/s-5002-052-010","DOIUrl":"https://doi.org/10.55612/s-5002-052-010","url":null,"abstract":"This paper aims to identify which design strategies can be considered when exploring different levels of stimulation of cognition and attention of the user in the development of educational location-based applications used in public urban space. We proposed the Stimulus Level Framework, divided into linear, circular and spiral stimuli, based on a theoretical reflection. It is a tool to help designers to think about educational and contextual digital experiences. Afterwards, we made a practical reflection about the proposed framework in a real context. An Augmented Reality project integrated with urban furniture of a historical street in the city of Fortaleza, Brazil, was proposed. Thinking about the design decisions based on the levels of the framework, helped in the process of data collection. It also helped in the proposition of elements that could stimulate the user's attention in different levels, having the technology as an element that unifies the whole experience.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122441877","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}
Pedro David Netto Silveira, D. Cury, C. S. Menezes
We are building a society increasingly immersed in digital contexts. In this transformation process, mainly because of the daily use of technology, several contexts of our lives are changing, including education and the school itself, which have especially received IT support to be carried out in an informal and personalized way. Learning ecosystems, if properly promoted, could be a partner of this school. In this paper, we propose a Framework to support the modeling of Smart Learning Environments (SLE) capable of stimulating interactions (including location-based interactions) in the diverse ecosystems in which we participate and thus support the construction of knowledge. We also present some SLEs designed with the Framework to demonstrate the practical result of its use and others for validation purposes.
{"title":"A framework for designing applications to support knowledge construction on learning ecosystems","authors":"Pedro David Netto Silveira, D. Cury, C. S. Menezes","doi":"10.55612/s-5002-052-009","DOIUrl":"https://doi.org/10.55612/s-5002-052-009","url":null,"abstract":"We are building a society increasingly immersed in digital contexts. In this transformation process, mainly because of the daily use of technology, several contexts of our lives are changing, including education and the school itself, which have especially received IT support to be carried out in an informal and personalized way. Learning ecosystems, if properly promoted, could be a partner of this school. In this paper, we propose a Framework to support the modeling of Smart Learning Environments (SLE) capable of stimulating interactions (including location-based interactions) in the diverse ecosystems in which we participate and thus support the construction of knowledge. We also present some SLEs designed with the Framework to demonstrate the practical result of its use and others for validation purposes.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124073046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Covid-19 pandemic challenged students and educators who quickly migrated face-to-face courses to a remote context. Given this challenge, this paper documents the experience of a Project-Based Learning course originally proposed to a face-to-face and adjusted to the remote context. It is a wearable computing course centralizing on mixed reality technologies and user studies evaluation. The adopted methodology is student-centered based on PjBL practices, emphasizing the Human-Computer interaction subject was applied six times, three times face-to-face, and three times remotely between 2019 and 2021. This paper describes the educator's experiences, learnings, and directions for the arrangement of other PjBL courses.
{"title":"Hybrid Project-Based Learning course approach from face-to-face and remote experiences","authors":"S. Delabrida","doi":"10.55612/s-5002-052-003","DOIUrl":"https://doi.org/10.55612/s-5002-052-003","url":null,"abstract":"The Covid-19 pandemic challenged students and educators who quickly migrated face-to-face courses to a remote context. Given this challenge, this paper documents the experience of a Project-Based Learning course originally proposed to a face-to-face and adjusted to the remote context. It is a wearable computing course centralizing on mixed reality technologies and user studies evaluation. The adopted methodology is student-centered based on PjBL practices, emphasizing the Human-Computer interaction subject was applied six times, three times face-to-face, and three times remotely between 2019 and 2021. This paper describes the educator's experiences, learnings, and directions for the arrangement of other PjBL courses.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126846943","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}
Research has provided evidence that augmented reality (AR) can be an effective tool to improve teaching and learning across multiple domains. Research is limited, however, in several key areas related to AR. For instance, motivation and situational interest are critical to student learning outcomes. However, little is known about the relationship between the two constructs and AR, particularly for AR that leverages location-based triggers. This study addressed this need by analyzing data from participants who used an application that delivers location-based, instructional AR content about the tragic shootings that occurred on May 4th, 1970, at Kent State University. Data findings showed significant decreases in motivation, but significant growth in situational interest and content knowledge. Implications for development of future location-based AR applications are discussed.
{"title":"An analysis of motivation and situational interest in a location-based augmented reality application","authors":"J. Raber, R. Ferdig, Enrico Gandolfi, R. Clements","doi":"10.55612/s-5002-052-011","DOIUrl":"https://doi.org/10.55612/s-5002-052-011","url":null,"abstract":"Research has provided evidence that augmented reality (AR) can be an effective tool to improve teaching and learning across multiple domains. Research is limited, however, in several key areas related to AR. For instance, motivation and situational interest are critical to student learning outcomes. However, little is known about the relationship between the two constructs and AR, particularly for AR that leverages location-based triggers. This study addressed this need by analyzing data from participants who used an application that delivers location-based, instructional AR content about the tragic shootings that occurred on May 4th, 1970, at Kent State University. Data findings showed significant decreases in motivation, but significant growth in situational interest and content knowledge. Implications for development of future location-based AR applications are discussed.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"165 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133696640","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}
Nowadays technology has become an essential component in our urban environments. The mediated city is a concept that takes advantage of various kinds of technology to enhance the functional efficiency of daily urban life. Augmented spaces are one of the main elements of mediated cities which use Augmented Reality (AR) to facilitate communication and interaction between digital and physical spaces. Children, as users of augmented spaces, have the potential to explore mediated cities using various AR-enabled accessories. This ability gives children the opportunity to get a closer sense of connection to their city and experience place attachment which is the emotional bond formed between themselves and the place. This paper explores three case studies that exhibit how children use AR technology to develop various skills. Our goal is to promote AR as a contemporary tool that helps children better perceive and experience the feeling of place attachment in their city.
{"title":"Children and the Mediated City. Place Attachment Development Using Augmented Reality in Urban Spaces","authors":"Yasaman Nekoui, Eduardo Roig","doi":"10.55612/s-5002-052-008","DOIUrl":"https://doi.org/10.55612/s-5002-052-008","url":null,"abstract":"Nowadays technology has become an essential component in our urban environments. The mediated city is a concept that takes advantage of various kinds of technology to enhance the functional efficiency of daily urban life. Augmented spaces are one of the main elements of mediated cities which use Augmented Reality (AR) to facilitate communication and interaction between digital and physical spaces. Children, as users of augmented spaces, have the potential to explore mediated cities using various AR-enabled accessories. This ability gives children the opportunity to get a closer sense of connection to their city and experience place attachment which is the emotional bond formed between themselves and the place. This paper explores three case studies that exhibit how children use AR technology to develop various skills. Our goal is to promote AR as a contemporary tool that helps children better perceive and experience the feeling of place attachment in their city.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134460421","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}
One year after the outbreak of the pandemic that provoked a forced and massive adoption of technology enhanced learning practices, followed by a continuous evolution of their delivery modalities (on-line learning, blended learning, parallel blended learning, hybrid learning) and, finally, by a strong commitment to come back to a “new normal”, we have investigated, by mean of a survey, the evolution of: a) perceptions and perspectives of Italian school’s teachers about integrated learning; b) the undergoing innovation process characterized by unprecedented features and vastness. The exploration has been conducted by integrating perspectives and factors introduced in the past by several models - TAM, UTAUT, DOI, TOE, KAM - to describe technology innovation and adoption processes. We observed a higher perceived teachers' technological and pedagogical preparation, together with a higher readiness of the schools to react to unexpected events or sudden prescriptions. A readiness that should be ascribed mainly to the quality of the management and to an increase in the level of collaboration and cohesion among the actors of the learning process, rather than to an enhancement of the technological infrastructures. Collaboration, indeed, emerges as the main peculiarity of this last year, an engine capable to foster the spread of competences and a beacon capable to guide the choice of teaching practices. The influence of contextual factors appears not relevant and that of the “perceived values” somewhat marginal. As far as the innovation process: the awareness phase developed satisfactory and, in parallel, the acceptance phase also started. The possible transition to the adoption phase appears uncertain and not easy to characterize. At the time of the survey, however, the teachers perceived, the integrated learning as a modality that could be used in the future to realize 36% of the school activities.
{"title":"Between Awareness and Acceptance: a more mature School Teachers? Perspective on Integrated Learning one year after the pandemic outbreak","authors":"C. Giovannella","doi":"10.55612/s-5002-052-002","DOIUrl":"https://doi.org/10.55612/s-5002-052-002","url":null,"abstract":"One year after the outbreak of the pandemic that provoked a forced and massive adoption of technology enhanced learning practices, followed by a continuous evolution of their delivery modalities (on-line learning, blended learning, parallel blended learning, hybrid learning) and, finally, by a strong commitment to come back to a “new normal”, we have investigated, by mean of a survey, the evolution of: a) perceptions and perspectives of Italian school’s teachers about integrated learning; b) the undergoing innovation process characterized by unprecedented features and vastness. The exploration has been conducted by integrating perspectives and factors introduced in the past by several models - TAM, UTAUT, DOI, TOE, KAM - to describe technology innovation and adoption processes. We observed a higher perceived teachers' technological and pedagogical preparation, together with a higher readiness of the schools to react to unexpected events or sudden prescriptions. A readiness that should be ascribed mainly to the quality of the management and to an increase in the level of collaboration and cohesion among the actors of the learning process, rather than to an enhancement of the technological infrastructures. Collaboration, indeed, emerges as the main peculiarity of this last year, an engine capable to foster the spread of competences and a beacon capable to guide the choice of teaching practices. The influence of contextual factors appears not relevant and that of the “perceived values” somewhat marginal. As far as the innovation process: the awareness phase developed satisfactory and, in parallel, the acceptance phase also started. The possible transition to the adoption phase appears uncertain and not easy to characterize. At the time of the survey, however, the teachers perceived, the integrated learning as a modality that could be used in the future to realize 36% of the school activities.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133446477","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}
An increasing number of social innovators are leveraging cities as urban learning ecosystems in order to experiment with design approaches to tackle societal challenges at a local level. However, the scale and complexity of these challenges force them to constantly acquire new capabilities to advance the local experimentation towards systemic change. We introduce co-design as a transformative community-driven design method to facilitate innovators to continuously identify, connect, co-define, and share with other peers their learning journeys to build capacity over time for addressing societal challenges. The current article elaborates upon a capacity-building framework that not only resulted in elaborate training activities for urban transformations, but also fostered a community of practice that was instrumental to self-sustain a learning network. Results highlight the importance of developing a collaborative learning infrastructure capable of expanding the pool of societal actors contributing to the further diffusion and co-creation of knowledge for urban transformations.
{"title":"A collaborative learning infrastructure to build capacity for urban transformations","authors":"I. Mulder, A. Magni","doi":"10.55612/s-5002-052-007","DOIUrl":"https://doi.org/10.55612/s-5002-052-007","url":null,"abstract":"An increasing number of social innovators are leveraging cities as urban learning ecosystems in order to experiment with design approaches to tackle societal challenges at a local level. However, the scale and complexity of these challenges force them to constantly acquire new capabilities to advance the local experimentation towards systemic change. We introduce co-design as a transformative community-driven design method to facilitate innovators to continuously identify, connect, co-define, and share with other peers their learning journeys to build capacity over time for addressing societal challenges. The current article elaborates upon a capacity-building framework that not only resulted in elaborate training activities for urban transformations, but also fostered a community of practice that was instrumental to self-sustain a learning network. Results highlight the importance of developing a collaborative learning infrastructure capable of expanding the pool of societal actors contributing to the further diffusion and co-creation of knowledge for urban transformations.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"143 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132321812","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}
E. Eriksson, Anne-Marie S. Hansen, Elisabet M. Nilsson
This article addresses the need for teaching materials and systematized methods for teaching and assessing values-based design approaches. We do so by suggesting the teaching activity Envisioning future scenarios,which is based on utopian and dystopian scenarios in line with values-based design approaches such as speculative and critical design and related to design fiction practices. The teaching activity is presented with learning outcomes, instructions for how to implement it, corresponding assessment activities and criteria, and illustrated by a teaching case description. The article ends with a discussion on how the learning outcomes, the teaching activity, and the assessment are brought together in line with the principles of constructive alignment. Through this, we argue that the shortcoming of teaching materials and systematized methods for teaching and assessing values-based design approaches, such as speculative and critical design, can be addressed by aligning intended learning outcomes with teaching and assessment activities, and by applying a general structural framework such as e.g. the SOLO taxonomy, for defining and evaluating learning outcomes. The suggested teaching and assessment activities can be applied in educational domains as diverse as product and service design, engineering, architecture, media and communication, human-computer interaction, socio-technical studies and other creative fields.
{"title":"Envisioning Future Scenarios: Teaching and Assessing Values-based Design Approaches","authors":"E. Eriksson, Anne-Marie S. Hansen, Elisabet M. Nilsson","doi":"10.55612/s-5002-051-006","DOIUrl":"https://doi.org/10.55612/s-5002-051-006","url":null,"abstract":"This article addresses the need for teaching materials and systematized methods for teaching and assessing values-based design approaches. We do so by suggesting the teaching activity Envisioning future scenarios,which is based on utopian and dystopian scenarios in line with values-based design approaches such as speculative and critical design and related to design fiction practices. The teaching activity is presented with learning outcomes, instructions for how to implement it, corresponding assessment activities and criteria, and illustrated by a teaching case description. The article ends with a discussion on how the learning outcomes, the teaching activity, and the assessment are brought together in line with the principles of constructive alignment. Through this, we argue that the shortcoming of teaching materials and systematized methods for teaching and assessing values-based design approaches, such as speculative and critical design, can be addressed by aligning intended learning outcomes with teaching and assessment activities, and by applying a general structural framework such as e.g. the SOLO taxonomy, for defining and evaluating learning outcomes. The suggested teaching and assessment activities can be applied in educational domains as diverse as product and service design, engineering, architecture, media and communication, human-computer interaction, socio-technical studies and other creative fields.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116563533","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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