To carry out large-scale teacher training through MOOCs is an important way for teacher professional education in the network age. To make the development of MOOCs more adapt to the characteristics of teachers, we should investigate the teachers' learning pattern in MOOCs. This article uses the teacher professional ability enhancement course "Micro-class Design and Production" as a sample, which is delivered through "iCourse", a platform for Chinese higher education elaborate open courses. Through the analysis of the typical learning data within the course, i.e., the registration rate and the completion rate of the students, the utilization of the learning resources and the interactive behavior on the course discussion board, the author found the behavioral characteristics and patterns of the teachers demonstrated through their learning in the MOOC. In the paper, the authors also proposed corresponding suggestions for the improvement of curriculum development quality.
{"title":"Learning to Learn from MOOCs from Teachers' Perspective: Data Analysis Based on the Course \"Micro-Class Design and Production\"","authors":"Yang Shangying, Shen Jing","doi":"10.1109/EITT.2017.9","DOIUrl":"https://doi.org/10.1109/EITT.2017.9","url":null,"abstract":"To carry out large-scale teacher training through MOOCs is an important way for teacher professional education in the network age. To make the development of MOOCs more adapt to the characteristics of teachers, we should investigate the teachers' learning pattern in MOOCs. This article uses the teacher professional ability enhancement course \"Micro-class Design and Production\" as a sample, which is delivered through \"iCourse\", a platform for Chinese higher education elaborate open courses. Through the analysis of the typical learning data within the course, i.e., the registration rate and the completion rate of the students, the utilization of the learning resources and the interactive behavior on the course discussion board, the author found the behavioral characteristics and patterns of the teachers demonstrated through their learning in the MOOC. In the paper, the authors also proposed corresponding suggestions for the improvement of curriculum development quality.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"50 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":"127926818","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}
Zhijun Wang, Xue Wang, Xiao Liu, Hong Li, Zhe-yu Liu, Wei-yuan Wang
D&T(Design and Technology) is the course aimed to improve the students' knowledge accumulation, innovation consciousness and practice ability, but its disadvantage is that the lack of platform to support. PBL is a kind of popular teaching mode for D&T, but it needs to solve the conflict between large project and small class. Based on it, the main goal and work of this research are as following: explore a new blended learning mode for D&T, in particular, how to arrange the online (synchronous and asynchronous) and offline activities of the teachers and students in this new mode; design and develop a PBL platform to support this mode.
D&T(Design and Technology)是一门旨在提高学生知识积累、创新意识和实践能力的课程，但其缺点是缺乏平台支撑。PBL是一种流行的D&T教学模式，但它需要解决大项目与小班教学之间的矛盾。基于此，本研究的主要目标和工作如下:探索一种新的D&T混合式学习模式，特别是如何在这种新模式下安排教师和学生的线上(同步和异步)和线下活动;设计并开发了支持该模式的PBL平台。
{"title":"Design and Development of the Platform for D&T","authors":"Zhijun Wang, Xue Wang, Xiao Liu, Hong Li, Zhe-yu Liu, Wei-yuan Wang","doi":"10.1109/EITT.2017.50","DOIUrl":"https://doi.org/10.1109/EITT.2017.50","url":null,"abstract":"D&T(Design and Technology) is the course aimed to improve the students' knowledge accumulation, innovation consciousness and practice ability, but its disadvantage is that the lack of platform to support. PBL is a kind of popular teaching mode for D&T, but it needs to solve the conflict between large project and small class. Based on it, the main goal and work of this research are as following: explore a new blended learning mode for D&T, in particular, how to arrange the online (synchronous and asynchronous) and offline activities of the teachers and students in this new mode; design and develop a PBL platform to support this mode.","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":"128663827","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}
Feiyang Xu, B. Jin, Yihua Xu, Bangqi Liu, Xin Li, Yafei Wang
This paper analyzes the relationship between online learning stickiness and academic performance of students. Based on the analysis of science students' online behavior data which is collected from a network educational platform called Smart Classroom. After the applicability test of data, we set up an indicator system which includes eight indicators on the basis of factor analysis and calculate the online learning stickiness index. Through the distribution fitting, we find out that the distribution of the online learning stickiness index is mixed normal distribution which consists of two normal distributions. According to the distribution of learning stickiness index, we divide the students into two groups and use the method of regression analysis to study the relationship between online learning stickiness and academic performance of the students of two groups respectively. The results show that there is a significant positive correlation between online learning stickiness and academic performance in the group of students with higher online learning stickiness index, while no significant correlation in those with lower online learning stickiness index.
{"title":"Does Learning Stickiness of Students on Network Educational Platform Affect Students' Academic Performance?","authors":"Feiyang Xu, B. Jin, Yihua Xu, Bangqi Liu, Xin Li, Yafei Wang","doi":"10.1109/EITT.2017.37","DOIUrl":"https://doi.org/10.1109/EITT.2017.37","url":null,"abstract":"This paper analyzes the relationship between online learning stickiness and academic performance of students. Based on the analysis of science students' online behavior data which is collected from a network educational platform called Smart Classroom. After the applicability test of data, we set up an indicator system which includes eight indicators on the basis of factor analysis and calculate the online learning stickiness index. Through the distribution fitting, we find out that the distribution of the online learning stickiness index is mixed normal distribution which consists of two normal distributions. According to the distribution of learning stickiness index, we divide the students into two groups and use the method of regression analysis to study the relationship between online learning stickiness and academic performance of the students of two groups respectively. The results show that there is a significant positive correlation between online learning stickiness and academic performance in the group of students with higher online learning stickiness index, while no significant correlation in those with lower online learning stickiness index.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"35 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":"132648017","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}
Blended learning (B-learning) has been regarded as an effective instructional and learning mode in recent years. It has also been widely recognized that systematic training is urgently needed for in-service teachers to design, develop and deliver effective B-learning courses. As shown in the literature, in-service teacher training is usually carried out in three formats. The first is face-to-face conducted in a concentrated period of time. There are two constraints in this format: the time constraint on the part of the participants due to other commitments, and the resource constraint on the part of the institution for managing large-scale workshops. The second format is a purely online one, often featuring the lack of effective interaction between the instructor and the participants and among participants themselves. The third type is offered in blended mode. However, most programs do not offer ongoing support for participants or follow-up evaluations. Our research developed and evaluated a five-stage blended training model that caters for the needs of in-service teachers in their professional development for B-learning. It is a practice model enabling participants to learn B-learning in B-learning mode and through the design and implementation of a real blended learning course. This study evaluated 10 institutions across China, which adopted this training model with the participation of 952 teachers between October 2016 and January 2017. Our findings confirm the effectiveness of this model and direct our attention to more in-depth studies on teachers' professional development for B-learning in blended mode.
{"title":"Learning \"B-Learning\" through \"B-Learning\": A Practice Model for Teachers' Professional Development","authors":"Yue Huang, Xibin Han, Yuping Wang","doi":"10.1109/EITT.2017.18","DOIUrl":"https://doi.org/10.1109/EITT.2017.18","url":null,"abstract":"Blended learning (B-learning) has been regarded as an effective instructional and learning mode in recent years. It has also been widely recognized that systematic training is urgently needed for in-service teachers to design, develop and deliver effective B-learning courses. As shown in the literature, in-service teacher training is usually carried out in three formats. The first is face-to-face conducted in a concentrated period of time. There are two constraints in this format: the time constraint on the part of the participants due to other commitments, and the resource constraint on the part of the institution for managing large-scale workshops. The second format is a purely online one, often featuring the lack of effective interaction between the instructor and the participants and among participants themselves. The third type is offered in blended mode. However, most programs do not offer ongoing support for participants or follow-up evaluations. Our research developed and evaluated a five-stage blended training model that caters for the needs of in-service teachers in their professional development for B-learning. It is a practice model enabling participants to learn B-learning in B-learning mode and through the design and implementation of a real blended learning course. This study evaluated 10 institutions across China, which adopted this training model with the participation of 952 teachers between October 2016 and January 2017. Our findings confirm the effectiveness of this model and direct our attention to more in-depth studies on teachers' professional development for B-learning in blended mode.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"121 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":"120924094","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 potential value of students' academic performance prediction has been extensively studied by educational institutions. However, it still has great research challenges, such as the relationship between students' behavior and their academic performance. This paper reused data from online educational platforms, and used four methods to analyze educational value in relation to the fluctuations of academic performance. The methods are based on Step Regression, Logistic Regression, Decision Tree and Support Vector Machine Regression (SVMR). At last, SVMR model is selected by comparing the prediction accuracy of the four models. The experimental results show that there are some differences between traditional cognitive performance and prediction and that educational decisions can be driven by the data.
{"title":"Predicting the Performance Fluctuation of Students Based on the Long-Term and Short-Term Data","authors":"Zhang Tao, Yihua Xu, Peng Qi, Xin Li, Guoping Hu","doi":"10.1109/EITT.2017.38","DOIUrl":"https://doi.org/10.1109/EITT.2017.38","url":null,"abstract":"The potential value of students' academic performance prediction has been extensively studied by educational institutions. However, it still has great research challenges, such as the relationship between students' behavior and their academic performance. This paper reused data from online educational platforms, and used four methods to analyze educational value in relation to the fluctuations of academic performance. The methods are based on Step Regression, Logistic Regression, Decision Tree and Support Vector Machine Regression (SVMR). At last, SVMR model is selected by comparing the prediction accuracy of the four models. The experimental results show that there are some differences between traditional cognitive performance and prediction and that educational decisions can be driven by the data.","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":"116645708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With the rapid development of information technology, there are many disadvantages in the traditional classroom teaching mode. Blended teaching is a new teaching mode which combines traditional classroom teaching with modern online teaching. Blended teaching of Modern Chinese in Yuncheng University is carried out with the help of YUOC online platform. This mode should update teaching ideas, strengthen resource construction, optimize classroom processes, and adopt multiple evaluation. Practice shows it can effectively train students' learning ability, and improving the teaching quality of Modern Chinese.
{"title":"Application and Thinking of Blended Teaching Mode in Modern Chinese","authors":"Guoxiang Zhou, Guihua Wang","doi":"10.1109/eitt.2017.64","DOIUrl":"https://doi.org/10.1109/eitt.2017.64","url":null,"abstract":"With the rapid development of information technology, there are many disadvantages in the traditional classroom teaching mode. Blended teaching is a new teaching mode which combines traditional classroom teaching with modern online teaching. Blended teaching of Modern Chinese in Yuncheng University is carried out with the help of YUOC online platform. This mode should update teaching ideas, strengthen resource construction, optimize classroom processes, and adopt multiple evaluation. Practice shows it can effectively train students' learning ability, and improving the teaching quality of Modern Chinese.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"24 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":"127925642","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 total of 100 college students were randomly divided into 10 equal groups, using different text font sizes (12pt, 18pt, 24pt, 28pt, 36pt) under different rendering devices (computer screen, iPad) to learn. The eye tracker is used to record the learner's visual cognitive process in real-time, and the learner's learning effect is tested. The results show that: (1) No matter what kind of rendering device is used, 18pt and 24pt text are most beneficial to learners, not only saving the learners' visual cognitive resources, but also improving their learning effect. (2) There is no significant effect on the visual cognitive process and the learning effect during text learning under different rendering devices (computer screen, iPad).
{"title":"An Eye-Movement Study on Text Font Size Design Rules in the Digital Learning Resources","authors":"Xue Wang, Zhijun Wang, Hong Li, Wei Zhou","doi":"10.1109/EITT.2017.53","DOIUrl":"https://doi.org/10.1109/EITT.2017.53","url":null,"abstract":"A total of 100 college students were randomly divided into 10 equal groups, using different text font sizes (12pt, 18pt, 24pt, 28pt, 36pt) under different rendering devices (computer screen, iPad) to learn. The eye tracker is used to record the learner's visual cognitive process in real-time, and the learner's learning effect is tested. The results show that: (1) No matter what kind of rendering device is used, 18pt and 24pt text are most beneficial to learners, not only saving the learners' visual cognitive resources, but also improving their learning effect. (2) There is no significant effect on the visual cognitive process and the learning effect during text learning under different rendering devices (computer screen, iPad).","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"1 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":"123745228","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}
In spite of the claimed benefits of mobile learning (M-learning), English teachers still have mixed feelings as to whether to use mobile devises in their classroom or not. The goal of the current study is to explore and identify the key factors which influence Chinese College English teachers' acceptance of mobile technologies in formal classroom instruction. We use an extended TAM consisting of 9 constructs. A questionnaire is distributed to a total of 107 college English teachers from seven institutions of higher learning in South China. The results confirm that the perceived ease of use and perceived usefulness are key variables that positively influence teachers' intension to use mobile technologies. Self-efficacy is also found to be significantly related to teachers' behavior intention in using mobile devices in their classroom followed by the factor of mobile anxiety. Some suggestions are given to accelerate the adoption of M-learning in college English classrooms.
{"title":"Acceptance of Mobile Learning in Classroom Instruction among College English Teachers in China Using an Extended TAM","authors":"Luhuan Huang","doi":"10.1109/eitt.2017.75","DOIUrl":"https://doi.org/10.1109/eitt.2017.75","url":null,"abstract":"In spite of the claimed benefits of mobile learning (M-learning), English teachers still have mixed feelings as to whether to use mobile devises in their classroom or not. The goal of the current study is to explore and identify the key factors which influence Chinese College English teachers' acceptance of mobile technologies in formal classroom instruction. We use an extended TAM consisting of 9 constructs. A questionnaire is distributed to a total of 107 college English teachers from seven institutions of higher learning in South China. The results confirm that the perceived ease of use and perceived usefulness are key variables that positively influence teachers' intension to use mobile technologies. Self-efficacy is also found to be significantly related to teachers' behavior intention in using mobile devices in their classroom followed by the factor of mobile anxiety. Some suggestions are given to accelerate the adoption of M-learning in college English classrooms.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"13 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":"130572050","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 flipped classroom approach is one of the prominent pedagogical methods that have drawn much attention from educators and researchers. More and more educational institutions are integrating new technologies into this learning approach to help students get better learning achievements. However, without proper educational tools to support students' engagement during the flipped learning process, the learning outcomes might not be as good as expected. Therefore, the purpose of this study was to investigate the effectiveness of interactive response system with mobile clickers (i.e., IRS's on mobile devices) on students' online self-regulation in the flipped classroom approach. A quasi-experimental design was conducted in a college Internet marketing course in north Taiwan. The study applied the quantitative method by using a survey of online self-regulation. From the experimental result, it was found that among the six subscales of self-regulation, the experimental group who learned with clickers had significant higher ratings in three subscales, that is, environment, task strategies, and help seeking. With the clicker-aided flipped classroom learning approach, the experimental group showed higher concerned on their learning environment, task strategies and help seeking in terms of self-regulation. Based on the finding, the benefits of applying mobile clickers in the flipped classroom as well as the conception of how clicker-aided flipped classroom approach influences on students' online self-regulation are highlighted.
{"title":"Learners' Self-Regulation in an Interactive Response System-Aided Flipped Classroom","authors":"Pei-Ying Chen, Gwo-jen Hwang","doi":"10.1109/eitt.2017.21","DOIUrl":"https://doi.org/10.1109/eitt.2017.21","url":null,"abstract":"The flipped classroom approach is one of the prominent pedagogical methods that have drawn much attention from educators and researchers. More and more educational institutions are integrating new technologies into this learning approach to help students get better learning achievements. However, without proper educational tools to support students' engagement during the flipped learning process, the learning outcomes might not be as good as expected. Therefore, the purpose of this study was to investigate the effectiveness of interactive response system with mobile clickers (i.e., IRS's on mobile devices) on students' online self-regulation in the flipped classroom approach. A quasi-experimental design was conducted in a college Internet marketing course in north Taiwan. The study applied the quantitative method by using a survey of online self-regulation. From the experimental result, it was found that among the six subscales of self-regulation, the experimental group who learned with clickers had significant higher ratings in three subscales, that is, environment, task strategies, and help seeking. With the clicker-aided flipped classroom learning approach, the experimental group showed higher concerned on their learning environment, task strategies and help seeking in terms of self-regulation. Based on the finding, the benefits of applying mobile clickers in the flipped classroom as well as the conception of how clicker-aided flipped classroom approach influences on students' online self-regulation are highlighted.","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":"127623376","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 drive to tackle teachers' support needs in the classroom has led to a great increase in the demand for teaching assistant who can work in a variety of assignments, especially when it is difficult to do only by the teacher himself/herself. This study developed a humanoid robot as a teaching assistant to provide teachers with the necessary support, and applied the robot teaching assistant to support teacher to particularly explain and demonstrate two icebreaker games. To examine the impact of the robot teaching assistant on learning, we carried out a series of experiments in which students were organized to learn the rules of games in two conditions: with or without robot teaching assistant. A questionnaire survey was designed to confirm whether the use of robot teaching assistant enhanced the students understanding. The comparison of the scores obtained from the questionnaires for two conditions indicates that the instruction supported by a robot teaching assistant is more effective to promote students' understanding and help students create more positive perceptions towards the learning activities in the class
{"title":"Development and Assessment of Robot Teaching Assistant in Facilitating Learning","authors":"Zhi Sun, Z. Li, Toshihisa NishimoriI","doi":"10.1109/EITT.2017.47","DOIUrl":"https://doi.org/10.1109/EITT.2017.47","url":null,"abstract":"The drive to tackle teachers' support needs in the classroom has led to a great increase in the demand for teaching assistant who can work in a variety of assignments, especially when it is difficult to do only by the teacher himself/herself. This study developed a humanoid robot as a teaching assistant to provide teachers with the necessary support, and applied the robot teaching assistant to support teacher to particularly explain and demonstrate two icebreaker games. To examine the impact of the robot teaching assistant on learning, we carried out a series of experiments in which students were organized to learn the rules of games in two conditions: with or without robot teaching assistant. A questionnaire survey was designed to confirm whether the use of robot teaching assistant enhanced the students understanding. The comparison of the scores obtained from the questionnaires for two conditions indicates that the instruction supported by a robot teaching assistant is more effective to promote students' understanding and help students create more positive perceptions towards the learning activities in the class","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":"115264567","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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