Zhi Liu, Chongyang Yang, Xian Peng, Jianwen Sun, Sannyuya Liu
Currently, with the increasing advancement of interactive learning technologies in MOOCs, a large number of student-generated comments (SGCs) have been substantially produced with two primary emotions (positive and negative). The emotional orientations are typically related with specific learning topics or aspects discussed, which is of value to offer abundant academic feedbacks for teachers and developers. Especially, the negative emotion and topics can be exploited to get an in-depth insight of the problems and barriers encountered by learners in online learning. However, it is challenging to capture relevant details from unstructured SGCs. In this paper, we propose a generative probabilistic model that extends Sentence-LDA (SLDA), namely Emotion Topic Joint Probabilistic Model (ETJM), to explore negative opinions in terms of pairs of which we call emo-topic. The model first automatically extracts the sentences with the high negative emotion density (NED), and then incorporates emotion and topic together to explore negative emotional feedbacks towards topics. The experimental results show that learners extended some negative comments towards the issues about learning content, online assignments and certificates of courses. The summarization of these issues can be given back to teachers to regulate and improve the teaching methods, strategies and design of learning contents.
{"title":"Joint Exploration of Negative Academic Emotion and Topics in Student-Generated Online Course Comments","authors":"Zhi Liu, Chongyang Yang, Xian Peng, Jianwen Sun, Sannyuya Liu","doi":"10.1109/EITT.2017.29","DOIUrl":"https://doi.org/10.1109/EITT.2017.29","url":null,"abstract":"Currently, with the increasing advancement of interactive learning technologies in MOOCs, a large number of student-generated comments (SGCs) have been substantially produced with two primary emotions (positive and negative). The emotional orientations are typically related with specific learning topics or aspects discussed, which is of value to offer abundant academic feedbacks for teachers and developers. Especially, the negative emotion and topics can be exploited to get an in-depth insight of the problems and barriers encountered by learners in online learning. However, it is challenging to capture relevant details from unstructured SGCs. In this paper, we propose a generative probabilistic model that extends Sentence-LDA (SLDA), namely Emotion Topic Joint Probabilistic Model (ETJM), to explore negative opinions in terms of pairs of which we call emo-topic. The model first automatically extracts the sentences with the high negative emotion density (NED), and then incorporates emotion and topic together to explore negative emotional feedbacks towards topics. The experimental results show that learners extended some negative comments towards the issues about learning content, online assignments and certificates of courses. The summarization of these issues can be given back to teachers to regulate and improve the teaching methods, strategies and design of learning contents.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120808803","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}
L. Luo, Hai Zhang, Yanan Tao, Xuzhen Yang, Baoshan Yan, Yining Wang
This study takes Peking university' MOOC Foundation of Epidemiology as the object, and adopts classroom video analysis, content analysis and case study method to analyze MOOC teachers' knowledge structure characteristics in the TPACK framework with combination of quantitative and qualitative analysis. The characteristics indicate that MOOC teachers need to pay more attention to the integration of technological knowledge and pedagogical knowledge or content knowledge so as to implement effective teaching, based on which strategies are put forward for the TPACK development of MOOC teachers so as to provide reference for MOOC teachers' cultivation and improve teaching efficiency.
{"title":"A Study on Characteristics of TPACK Structure for MOOC Teachers","authors":"L. Luo, Hai Zhang, Yanan Tao, Xuzhen Yang, Baoshan Yan, Yining Wang","doi":"10.1109/EITT.2017.10","DOIUrl":"https://doi.org/10.1109/EITT.2017.10","url":null,"abstract":"This study takes Peking university' MOOC Foundation of Epidemiology as the object, and adopts classroom video analysis, content analysis and case study method to analyze MOOC teachers' knowledge structure characteristics in the TPACK framework with combination of quantitative and qualitative analysis. The characteristics indicate that MOOC teachers need to pay more attention to the integration of technological knowledge and pedagogical knowledge or content knowledge so as to implement effective teaching, based on which strategies are put forward for the TPACK development of MOOC teachers so as to provide reference for MOOC teachers' cultivation and improve teaching efficiency.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125086865","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}
Maker education is a hot trend in primary and secondary education, and it is an important means to cultivate students' cooperation, sharing and innovation abilities. Teacher is a very critical factor. Whether the maker teachers are willing to accept maker education can have a direct impact on the quality of the effective implementation of maker education. However, previous studies paid more attention to the connotation, characteristics and practical programs of the maker education, and less on the teachers' perspective on the acceptance of the maker education. Especially lack of relevant studies from the empirical perspective to verify the implementation of it indicates the need to study and develop the "Factors to Influence the Maker Teachers' Acceptance of Maker Education Scale". In this study, 21 items were prepared by reviewing the literature. Then, the study invited six experts for amendment, and selected 40 maker teachers to take part in the primary scale development study. The data were processed in SPSS 20.0 and AMOS 21.0. The results showed that the scale was composed of five dimensions and 14 items. The Cronbach's alpha coefficient value of the scale was 0.895, indicating that the reliability was good. At the same time, the confirmatory factor analysis showed that the scale had good convergent validity and discriminant validity, with the limit of the sample size.
{"title":"The Initial Development of the Factors to Influence the Maker Teachers' Acceptance of Maker Education Scale","authors":"Hao Tian, Xinyi Li, Shanshan Ren, Lifeng Zhang, Fati Wu","doi":"10.1109/EITT.2017.68","DOIUrl":"https://doi.org/10.1109/EITT.2017.68","url":null,"abstract":"Maker education is a hot trend in primary and secondary education, and it is an important means to cultivate students' cooperation, sharing and innovation abilities. Teacher is a very critical factor. Whether the maker teachers are willing to accept maker education can have a direct impact on the quality of the effective implementation of maker education. However, previous studies paid more attention to the connotation, characteristics and practical programs of the maker education, and less on the teachers' perspective on the acceptance of the maker education. Especially lack of relevant studies from the empirical perspective to verify the implementation of it indicates the need to study and develop the \"Factors to Influence the Maker Teachers' Acceptance of Maker Education Scale\". In this study, 21 items were prepared by reviewing the literature. Then, the study invited six experts for amendment, and selected 40 maker teachers to take part in the primary scale development study. The data were processed in SPSS 20.0 and AMOS 21.0. The results showed that the scale was composed of five dimensions and 14 items. The Cronbach's alpha coefficient value of the scale was 0.895, indicating that the reliability was good. At the same time, the confirmatory factor analysis showed that the scale had good convergent validity and discriminant validity, with the limit of the sample size.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125278029","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}
Joyful learning is a new way of learning, which creates a learning environment full of joy for learners to enhance their learning motivation. It is still being discussed whether this approach to learning can promote the learning effectiveness or not. In this study, we take a quasi-experiment with some college students. We choose the "Hujiang Happy Word Games" application to explore if the way of joyful learning works. It is found that joyful learning can improve students' interest and confidence of learning, but has no significant effects on vocabulary learning. In the end, we discuss the research results and other relevant studies.
{"title":"A Study on the Effect of Joyful Learning Application upon Undergraduate English Vocabulary Learning","authors":"Junjie He, Yameng Lee, Bingqing Young, Feng-Kuang Chiang","doi":"10.1109/EITT.2017.76","DOIUrl":"https://doi.org/10.1109/EITT.2017.76","url":null,"abstract":"Joyful learning is a new way of learning, which creates a learning environment full of joy for learners to enhance their learning motivation. It is still being discussed whether this approach to learning can promote the learning effectiveness or not. In this study, we take a quasi-experiment with some college students. We choose the \"Hujiang Happy Word Games\" application to explore if the way of joyful learning works. It is found that joyful learning can improve students' interest and confidence of learning, but has no significant effects on vocabulary learning. In the end, we discuss the research results and other relevant studies.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115511011","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}
A contest is mainly about to promote talent selection or career progress through competition, a good contest not only has a strong driving force, but also has more far-reaching influence. The contest of Micro course has already become an important platform for implementing educational information program and changing the concept of Education Informatization. Also it has been formed an embryonic form of model of "To Promote to Build" in Education Informatization. The impact of the contest of Micro course is far from enough compared with the scale of the contest of Micro course, especially the role of the contest of Micro course is far from being played out for promoting of the development of information technology. Therefore, there is an urgent need to further sort out the theoretical and practical problems of the contest of Micro course, and analyze the reasons what related to the problem profoundly. Based on the data of the National contest of Micro course in recent three years, this paper summarized five problems about the contest of Micro-course, there are contest types overmuch, complicated definitions of assessment, paying more attention to the construction of resources, ignoring practical application and the organization is same as traditional contest. Moreover, from the perspective of organizers, researchers, industries and other aspects, it is found that the phenomenon of "profit-seeking" is serious, the definition of Micro course is unclear, and the innovation of the model of "To Promote to Build" is not enough. Finally, this paper put forward the strategic conception of solving the problem: From the individual to the three level systems of contest: unify the types of contest, innovate the system of contest; give full play to the contest's gradient effect from the resource assessment to the model of "To Promote to Build"; take the road of new-style contest in Education Informatization with Chinese characteristics from the driving force to influence.
{"title":"From the Driving Force to Influence: The Contest of Micro Course's Problems, Reflections and Transcendence: Based on the Analysis of the Chinese Contest of Micro Course in Recent Three Years","authors":"Zhuming Nie, Hongjin Xu, Luxi Wang","doi":"10.1109/eitt.2017.54","DOIUrl":"https://doi.org/10.1109/eitt.2017.54","url":null,"abstract":"A contest is mainly about to promote talent selection or career progress through competition, a good contest not only has a strong driving force, but also has more far-reaching influence. The contest of Micro course has already become an important platform for implementing educational information program and changing the concept of Education Informatization. Also it has been formed an embryonic form of model of \"To Promote to Build\" in Education Informatization. The impact of the contest of Micro course is far from enough compared with the scale of the contest of Micro course, especially the role of the contest of Micro course is far from being played out for promoting of the development of information technology. Therefore, there is an urgent need to further sort out the theoretical and practical problems of the contest of Micro course, and analyze the reasons what related to the problem profoundly. Based on the data of the National contest of Micro course in recent three years, this paper summarized five problems about the contest of Micro-course, there are contest types overmuch, complicated definitions of assessment, paying more attention to the construction of resources, ignoring practical application and the organization is same as traditional contest. Moreover, from the perspective of organizers, researchers, industries and other aspects, it is found that the phenomenon of \"profit-seeking\" is serious, the definition of Micro course is unclear, and the innovation of the model of \"To Promote to Build\" is not enough. Finally, this paper put forward the strategic conception of solving the problem: From the individual to the three level systems of contest: unify the types of contest, innovate the system of contest; give full play to the contest's gradient effect from the resource assessment to the model of \"To Promote to Build\"; take the road of new-style contest in Education Informatization with Chinese characteristics from the driving force to influence.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122394416","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}
Shuang Liu, Xuzhen Yang, Hai Zhang, Yining Wang, Terumi Yoneda, Z. Li
With rapid development of technology, new needs have been raised upon mastery of scientific skills and expansion of knowledge. In order to adapt to development of information science, mastery of high order thinking skill is attracting more and more attention. The level of information technology development is different in each place. So those students are quite different in the information technology application ability. This paper talks about problems of information skills differences in college information courses as well as improvement of high order thinking skills. This study is based on the mastery learning theory with flipping classroom teaching idea. The approach in this study adopt experimental and observation methods to solve the problem. Analysis of the collected data via indicates that application of flipping classroom teaching mode on college information skill public course can promote teaching effect and accelerate high order thinking skills for college students. This study aims to solve the existing problems of public university information technology by flipping classroom as a way to provide a reference for developing high order thinking skills.
{"title":"Study on Teaching Methods for Developing Higher Order Thinking Skills for College Students in Flipping Classroom","authors":"Shuang Liu, Xuzhen Yang, Hai Zhang, Yining Wang, Terumi Yoneda, Z. Li","doi":"10.1109/EITT.2017.69","DOIUrl":"https://doi.org/10.1109/EITT.2017.69","url":null,"abstract":"With rapid development of technology, new needs have been raised upon mastery of scientific skills and expansion of knowledge. In order to adapt to development of information science, mastery of high order thinking skill is attracting more and more attention. The level of information technology development is different in each place. So those students are quite different in the information technology application ability. This paper talks about problems of information skills differences in college information courses as well as improvement of high order thinking skills. This study is based on the mastery learning theory with flipping classroom teaching idea. The approach in this study adopt experimental and observation methods to solve the problem. Analysis of the collected data via indicates that application of flipping classroom teaching mode on college information skill public course can promote teaching effect and accelerate high order thinking skills for college students. This study aims to solve the existing problems of public university information technology by flipping classroom as a way to provide a reference for developing high order thinking skills.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122563050","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}
Virtual Reality is an immersive technology that gives the user a real-life experience otherwise impossible. Currently, VRs are mostly used in entertainment. However, they can be powerful for teaching and learning. This paper discusses three different learning experiences using the HTC VIVE VR headphone: Interactive 3D model, role play scene, and 3-D creation of space. We discuss benefits, limits, and potentials of the current VR technology for teaching and learning.
{"title":"The Impact of Three Types of Virtual Reality Scene on Learning","authors":"Xiaozhe Yang, Pei-Yu Cheng, Xue Yang","doi":"10.1109/EITT.2017.83","DOIUrl":"https://doi.org/10.1109/EITT.2017.83","url":null,"abstract":"Virtual Reality is an immersive technology that gives the user a real-life experience otherwise impossible. Currently, VRs are mostly used in entertainment. However, they can be powerful for teaching and learning. This paper discusses three different learning experiences using the HTC VIVE VR headphone: Interactive 3D model, role play scene, and 3-D creation of space. We discuss benefits, limits, and potentials of the current VR technology for teaching and learning.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123909332","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}
MOOCs actually share many similarities with MMOPGs (Massively Multiplayer Online Games). Since the latter is more successful in appealing participants, it will be beneficial to reflect which ideas from game design are effective to lengthen the engagement of MOOCs students. In this paper, feasible implications from gamification monographs were listed into a questionnaire to analyze students' preferences on MOOCs instructional environment. Three environment factors are extracted: content preparation, interaction and assessment. A structural equation model was proposed to illustrate the relationships between these factors. After verified, the implications work as criteria for volunteers to rate the environment quality of 76 Chinese MOOCs in six different platforms. It turned out that the scores on three factors can be used to predict the engagement endurance level of MOOCs by using K-Nearest Neighbors algorithm. Its error rate is 18.92%. Moreover, correlation analysis found that content preparation (r=0.57, p=
{"title":"Rating MOOCs: Implications from Gamification","authors":"Tai Wang, Qianqian Liu, Jing Jiang, Tong-gui Li","doi":"10.1109/EITT.2017.42","DOIUrl":"https://doi.org/10.1109/EITT.2017.42","url":null,"abstract":"MOOCs actually share many similarities with MMOPGs (Massively Multiplayer Online Games). Since the latter is more successful in appealing participants, it will be beneficial to reflect which ideas from game design are effective to lengthen the engagement of MOOCs students. In this paper, feasible implications from gamification monographs were listed into a questionnaire to analyze students' preferences on MOOCs instructional environment. Three environment factors are extracted: content preparation, interaction and assessment. A structural equation model was proposed to illustrate the relationships between these factors. After verified, the implications work as criteria for volunteers to rate the environment quality of 76 Chinese MOOCs in six different platforms. It turned out that the scores on three factors can be used to predict the engagement endurance level of MOOCs by using K-Nearest Neighbors algorithm. Its error rate is 18.92%. Moreover, correlation analysis found that content preparation (r=0.57, p=","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114226063","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}
There are three threads to an understanding of creativity and educational technology: the first and foremost is understanding the development of creativity in the learner. Secondly, we need to understand how creativity can be supported and developed by educational technology, and which methods are most effective in a specific educational context. Finally, we also need to understand how creativity can be developed in professional instructional designers. Each of these issues will be examined in this writing, some of the diverse theories that support the development of creative skills will be explored. The writing will also examine the interaction of educational technology and creativity. This has been written in support of a keynote address for the 2017 EITT conference in Osaka, Japan
{"title":"Creativity and Educational Technology","authors":"B. Hokanson","doi":"10.1109/EITT.2017.62","DOIUrl":"https://doi.org/10.1109/EITT.2017.62","url":null,"abstract":"There are three threads to an understanding of creativity and educational technology: the first and foremost is understanding the development of creativity in the learner. Secondly, we need to understand how creativity can be supported and developed by educational technology, and which methods are most effective in a specific educational context. Finally, we also need to understand how creativity can be developed in professional instructional designers. Each of these issues will be examined in this writing, some of the diverse theories that support the development of creative skills will be explored. The writing will also examine the interaction of educational technology and creativity. This has been written in support of a keynote address for the 2017 EITT conference in Osaka, Japan","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114528878","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}
High school is the key period of the formation of student information literacy, reasonable and scientific evaluation of learners' information literacy is essential. According to the evaluation index system of domestic information literacy is not perfect, the phenomenon of more traditional evaluation methods, through literature research, expert consultation and practice research, the study developed the index assessment of information literacy of high school students, designed and developed the system of information literacy assessment in senior high school students to realize the data acquisition online and the results of visualization. Also, the system can show the different views of the index and score ranking from the dimensions of county, school, grade, class and gender. The practice result showed that the system could meet the requirements of the information literacy assessment, make positive effects on the students' information literacy level, and provide effective decision-making support for the department of education.
{"title":"Design and Implementation of the Information Literacy Evaluation System for High School Students","authors":"Min Chen, Yaning Yang, Jian Xu, Chun Chang","doi":"10.1109/EITT.2017.52","DOIUrl":"https://doi.org/10.1109/EITT.2017.52","url":null,"abstract":"High school is the key period of the formation of student information literacy, reasonable and scientific evaluation of learners' information literacy is essential. According to the evaluation index system of domestic information literacy is not perfect, the phenomenon of more traditional evaluation methods, through literature research, expert consultation and practice research, the study developed the index assessment of information literacy of high school students, designed and developed the system of information literacy assessment in senior high school students to realize the data acquisition online and the results of visualization. Also, the system can show the different views of the index and score ranking from the dimensions of county, school, grade, class and gender. The practice result showed that the system could meet the requirements of the information literacy assessment, make positive effects on the students' information literacy level, and provide effective decision-making support for the department of education.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126488217","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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