Pub Date : 2021-10-13DOI: 10.33965/celda2021_202108l031
N. Hansen, Said Hadjerrouit
The purpose of this paper is to investigate students’ engagement in computational thinking (CT) and programming with MATLAB when solving a mathematical task in a programming course at the undergraduate level. The data collection method is participant observation of three groups of three students presented with a mathematical task to solve. The study uses a deductive-inductive analysis strategy based on the interplay between the theoretical framework and the empirical data. The results reveal that engaging students in CT for mathematical problem-solving is challenging for many reasons: Lack of mathematical thinking (MT), insufficient experience with CT, and more importantly lack of deeper connection between CT and MT. Conclusions are drawn from the results to promote mathematical problem-solving by means of CT and MT at the undergraduate level. of three groups, each consisting of three students with varying knowledge in mathematics. The students were presented with a mathematical task to solve, while responding to questions in dialogue with the teacher on the solving process, by means of CT, MT, and programming activities. Open-ended questions were also used to gain a deeper understanding of the process. abstract, generalize
{"title":"EXPLORING STUDENTS' COMPUTATIONAL THINKING FOR MATHEMATICAL PROBLEM-SOLVING: A CASE STUDY","authors":"N. Hansen, Said Hadjerrouit","doi":"10.33965/celda2021_202108l031","DOIUrl":"https://doi.org/10.33965/celda2021_202108l031","url":null,"abstract":"The purpose of this paper is to investigate students’ engagement in computational thinking (CT) and programming with MATLAB when solving a mathematical task in a programming course at the undergraduate level. The data collection method is participant observation of three groups of three students presented with a mathematical task to solve. The study uses a deductive-inductive analysis strategy based on the interplay between the theoretical framework and the empirical data. The results reveal that engaging students in CT for mathematical problem-solving is challenging for many reasons: Lack of mathematical thinking (MT), insufficient experience with CT, and more importantly lack of deeper connection between CT and MT. Conclusions are drawn from the results to promote mathematical problem-solving by means of CT and MT at the undergraduate level. of three groups, each consisting of three students with varying knowledge in mathematics. The students were presented with a mathematical task to solve, while responding to questions in dialogue with the teacher on the solving process, by means of CT, MT, and programming activities. Open-ended questions were also used to gain a deeper understanding of the process. abstract, generalize","PeriodicalId":413698,"journal":{"name":"18th International Conference Cognition and Exploratory Learning in Digital Age 2021","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115481114","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 : 2021-10-13DOI: 10.33965/celda2021_202108l019
F. Floris, M. Marchisio, M. Sacchet, Tiziana Margaria, S. Rabellino
The transformation of higher education practices needs to be accompanied by the deployment of university guidance. This is especially important when activities have to be carried online and remotely. Online students expect to receive precise information to be successful learners, just as they would if they were in a face-to-face setting, but even more, due to the large capabilities of digital services. Worldwide universities provide free and open access to educational content online, but this is effective for guidance only if it is the main objective of courses and resources. One way to address student transition has been experimented by the University of Turin with the action Orient@mente that helps students in their transition from secondary school to university. In Orient@mente, students can find useful information, guidance activities, automatically graded tests to prepare for university admittance, online courses for revising basic knowledge, resources for foreign students, and information about the Erasmus program. This action has already proven its usefulness and it is expanding as a transversal and international model. Soon a new action will be fully developed, Eirenteering, a name mixing Eire (the Irish name for Ireland) and Orienteering. This paper discusses the methodologies adopted in Orient@mente and the forthcoming Eirenteering, together with results obtained with Orient@mente concerning the usage and the usefulness of the service.
高等教育实践的转变需要伴随着高校指导的部署。当活动必须在线和远程进行时，这一点尤为重要。在线学生希望获得准确的信息，成为成功的学习者，就像他们在面对面的环境中一样，但更多的是，由于数字服务的强大功能。世界各地的大学都提供免费和开放的在线教育内容，但只有当这是课程和资源的主要目标时，这对指导才有效。解决学生过渡问题的一种方法是都灵大学(University of Turin)通过Orient@mente行动进行试验，帮助学生从中学过渡到大学。在Orient@mente上，学生们可以找到有用的信息、指导活动、大学入学自动评分考试、复习基础知识的在线课程、外国学生资源、伊拉斯谟计划的信息。这一行动已证明其有用性，并正在扩大成为一种横向和国际模式。不久，一项新的运动将全面发展起来，这就是爱尔兰定向运动，这是一个将爱尔兰和定向运动结合起来的名字。本文讨论了Orient@mente和即将到来的Eirenteering所采用的方法，以及从Orient@mente获得的关于该服务的使用和有用性的结果。
{"title":"ONLINE UNIVERSITY ORIENTATION MODELS FOR STUDENT TRANSITION BETWEEN SECONDARY AND TERTIARY EDUCATION","authors":"F. Floris, M. Marchisio, M. Sacchet, Tiziana Margaria, S. Rabellino","doi":"10.33965/celda2021_202108l019","DOIUrl":"https://doi.org/10.33965/celda2021_202108l019","url":null,"abstract":"The transformation of higher education practices needs to be accompanied by the deployment of university guidance. This is especially important when activities have to be carried online and remotely. Online students expect to receive precise information to be successful learners, just as they would if they were in a face-to-face setting, but even more, due to the large capabilities of digital services. Worldwide universities provide free and open access to educational content online, but this is effective for guidance only if it is the main objective of courses and resources. One way to address student transition has been experimented by the University of Turin with the action Orient@mente that helps students in their transition from secondary school to university. In Orient@mente, students can find useful information, guidance activities, automatically graded tests to prepare for university admittance, online courses for revising basic knowledge, resources for foreign students, and information about the Erasmus program. This action has already proven its usefulness and it is expanding as a transversal and international model. Soon a new action will be fully developed, Eirenteering, a name mixing Eire (the Irish name for Ireland) and Orienteering. This paper discusses the methodologies adopted in Orient@mente and the forthcoming Eirenteering, together with results obtained with Orient@mente concerning the usage and the usefulness of the service.","PeriodicalId":413698,"journal":{"name":"18th International Conference Cognition and Exploratory Learning in Digital Age 2021","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121084844","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 : 2021-10-13DOI: 10.33965/celda2021_202108l021
Laëtitia Pierrot, Christine Michel, J. Broisin, N. Guin, Marie Lefèvre, Rémi Venant
Implementing remote and blended higher education courses motivated the design for new support services for autonomous learning. Thus, combining a competence-based approach and self-regulation, the COMPER project offers a service to be used in addition to the courses. It consists of a graphical presentation of the learners’ competency profile (following the open learner model’s approach) and a personalized resources recommendation system. To assess its usefulness and usability, we conducted a study to test the COMPER service on 181 first-year students (from a two-year university diploma in computing), in addition to practical work carried out remotely. Based on a survey (usage data and scales) analysis, our study shows that globally the learners perceive the service as useful, especially those who favor working individually. Finally, our findings showed how much attention must be paid before implementing an independent OLM into an existing learning environment, especially for learners lacking SRL competencies.
{"title":"PROMOTING SELF-REGULATED LEARNING STRATEGIES FOR FIRST-YEAR STUDENTS THROUGH THE COMPER SERVICE","authors":"Laëtitia Pierrot, Christine Michel, J. Broisin, N. Guin, Marie Lefèvre, Rémi Venant","doi":"10.33965/celda2021_202108l021","DOIUrl":"https://doi.org/10.33965/celda2021_202108l021","url":null,"abstract":"Implementing remote and blended higher education courses motivated the design for new support services for autonomous learning. Thus, combining a competence-based approach and self-regulation, the COMPER project offers a service to be used in addition to the courses. It consists of a graphical presentation of the learners’ competency profile (following the open learner model’s approach) and a personalized resources recommendation system. To assess its usefulness and usability, we conducted a study to test the COMPER service on 181 first-year students (from a two-year university diploma in computing), in addition to practical work carried out remotely. Based on a survey (usage data and scales) analysis, our study shows that globally the learners perceive the service as useful, especially those who favor working individually. Finally, our findings showed how much attention must be paid before implementing an independent OLM into an existing learning environment, especially for learners lacking SRL competencies.","PeriodicalId":413698,"journal":{"name":"18th International Conference Cognition and Exploratory Learning in Digital Age 2021","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114692997","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 : 2021-10-13DOI: 10.33965/celda2021_202108l022
Lisa Roux, P. Dagorret, Patrick Etcheverry, T. Nodenot, C. Marquesuzaà, P. Lopistéguy
Distance computer-assisted learning is increasingly common, owing largely to the expansion and development of e-technology. Nevertheless, the available tools of the learning platforms have demonstrated their limits during the pandemic context, since many students, who were used to ”face-to-face” education, got discouraged and dropped out of school. In this context, a main issue is to conceive tools that would allow the teachers to supervise their students at a distance, by monitoring their progress and ensuring follow-up action as required. Another issue is to equip the learning platforms with intelligent systems able to guide the students involved in pedagogic activities. In this work, we propose a novel architecture of recommender system for vocational higher education that provides the students with personalized advice and the teacher with suitable information, in order to make the task of monitoring easier and involving them in the machine learning. Our system is supposed to act in a hybrid environment, and, for this purpose, has to explain its predictions in an interpretable and faithful manner, both to the students and the teachers, so that the former can determine the relevance of what is suggested and the latest can act on the future analyses and recommendations. This is a multi-layer architecture, so that each step of the recommendation process is meaningful, thus explicable to the users. The design of this architecture is a preliminary stage of a recommender system. It is designed on top of a learning digital infrastructure exploited since 2018 by the 1000 students of Bayonne Institute of Technology.
{"title":"A MULTI-LAYER ARCHITECTURE FOR AN E-LEARNING HYBRID RECOMMENDER SYSTEM","authors":"Lisa Roux, P. Dagorret, Patrick Etcheverry, T. Nodenot, C. Marquesuzaà, P. Lopistéguy","doi":"10.33965/celda2021_202108l022","DOIUrl":"https://doi.org/10.33965/celda2021_202108l022","url":null,"abstract":"Distance computer-assisted learning is increasingly common, owing largely to the expansion and development of e-technology. Nevertheless, the available tools of the learning platforms have demonstrated their limits during the pandemic context, since many students, who were used to ”face-to-face” education, got discouraged and dropped out of school. In this context, a main issue is to conceive tools that would allow the teachers to supervise their students at a distance, by monitoring their progress and ensuring follow-up action as required. Another issue is to equip the learning platforms with intelligent systems able to guide the students involved in pedagogic activities. In this work, we propose a novel architecture of recommender system for vocational higher education that provides the students with personalized advice and the teacher with suitable information, in order to make the task of monitoring easier and involving them in the machine learning. Our system is supposed to act in a hybrid environment, and, for this purpose, has to explain its predictions in an interpretable and faithful manner, both to the students and the teachers, so that the former can determine the relevance of what is suggested and the latest can act on the future analyses and recommendations. This is a multi-layer architecture, so that each step of the recommendation process is meaningful, thus explicable to the users. The design of this architecture is a preliminary stage of a recommender system. It is designed on top of a learning digital infrastructure exploited since 2018 by the 1000 students of Bayonne Institute of Technology.","PeriodicalId":413698,"journal":{"name":"18th International Conference Cognition and Exploratory Learning in Digital Age 2021","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125709699","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 : 2021-10-13DOI: 10.33965/celda2021_202108l006
Katharina Schurz, Johannes Schrumpf, Felix Weber, Maren Lübcke, Funda Seyfeli, Klaus Wannemacher
Digital Study Assistants (DSA) aim to support individual learning processes by designing them appropriately and efficiently based on recommendations. In this paper we present a prototype of a DSA for students in higher education of three German universities. The digital data driven DSA is integrated into the local learning management system and consists of recommender modules with a certain kind of recommendation for a specific purpose, e.g., recommending Academic Contacts that fit an expressed academic interest. The modules implemented so far use a wide range of methods: Classic rule-based Artificial Intelligence (AI) or Neural Networks, that can detect complex features and patterns in large data sets. To evaluate the current prototype of the DSA we used a mixed methods design approach with concurrently collected user data and qualitative data. A first insight in the user data suggests that recommender modules providing personalized recommendations are more likely to be used by students. A focus group discussion with students confirmed these findings with the suggestion to make the DSA more personal, individual, interactive, supportive, and user-friendly. In conclusion we present ideas for the further development of the prototype based on these findings.
{"title":"TOWARDS A USER FOCUSED DEVELOPMENT OF A DIGITAL STUDY ASSISTANT THROUGH A MIXED METHODS DESIGN","authors":"Katharina Schurz, Johannes Schrumpf, Felix Weber, Maren Lübcke, Funda Seyfeli, Klaus Wannemacher","doi":"10.33965/celda2021_202108l006","DOIUrl":"https://doi.org/10.33965/celda2021_202108l006","url":null,"abstract":"Digital Study Assistants (DSA) aim to support individual learning processes by designing them appropriately and efficiently based on recommendations. In this paper we present a prototype of a DSA for students in higher education of three German universities. The digital data driven DSA is integrated into the local learning management system and consists of recommender modules with a certain kind of recommendation for a specific purpose, e.g., recommending Academic Contacts that fit an expressed academic interest. The modules implemented so far use a wide range of methods: Classic rule-based Artificial Intelligence (AI) or Neural Networks, that can detect complex features and patterns in large data sets. To evaluate the current prototype of the DSA we used a mixed methods design approach with concurrently collected user data and qualitative data. A first insight in the user data suggests that recommender modules providing personalized recommendations are more likely to be used by students. A focus group discussion with students confirmed these findings with the suggestion to make the DSA more personal, individual, interactive, supportive, and user-friendly. In conclusion we present ideas for the further development of the prototype based on these findings.","PeriodicalId":413698,"journal":{"name":"18th International Conference Cognition and Exploratory Learning in Digital Age 2021","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115540672","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 : 2021-10-13DOI: 10.33965/celda2021_202108c048
Danijela Bjelic, Thomas Keller
Immersive Virtual Reality (VR) is slowly finding its way into classrooms as an alternative form of experience and action-oriented learning. Generally VR shows a value-added for topics that either are too far away to visit, too small to touch, to dangerous or expensive to manipulate or simply virtual. This range of application is potentially extended for children with special needs or complex disorders. One reason may be that our world is simply too complex for them and hence jeopardizes their health. But often people simply are too stressed to take some extra time to take care in the daily routine. Therefore, a value added for an immersive VR learning unit may simply be a realistic model of a public place like a train station where these children can exercise and practice their skills, e.g., finding places. Together with a foundation for children with special needs, their therapists and teachers, and five children a learning unit playing at a train station was evaluated as a pilot regarding usability and acceptance amongst all concerned stakeholders. Although only a very limited number of participants were involved the pilot application showed potential for further development in this very special context.
{"title":"PRELIMINARY FINDINGS OF A VIRTUAL REALITY APP FOR CHILDREN WITH SPECIAL NEEDS","authors":"Danijela Bjelic, Thomas Keller","doi":"10.33965/celda2021_202108c048","DOIUrl":"https://doi.org/10.33965/celda2021_202108c048","url":null,"abstract":"Immersive Virtual Reality (VR) is slowly finding its way into classrooms as an alternative form of experience and action-oriented learning. Generally VR shows a value-added for topics that either are too far away to visit, too small to touch, to dangerous or expensive to manipulate or simply virtual. This range of application is potentially extended for children with special needs or complex disorders. One reason may be that our world is simply too complex for them and hence jeopardizes their health. But often people simply are too stressed to take some extra time to take care in the daily routine. Therefore, a value added for an immersive VR learning unit may simply be a realistic model of a public place like a train station where these children can exercise and practice their skills, e.g., finding places. Together with a foundation for children with special needs, their therapists and teachers, and five children a learning unit playing at a train station was evaluated as a pilot regarding usability and acceptance amongst all concerned stakeholders. Although only a very limited number of participants were involved the pilot application showed potential for further development in this very special context.","PeriodicalId":413698,"journal":{"name":"18th International Conference Cognition and Exploratory Learning in Digital Age 2021","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128326900","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 : 2021-10-13DOI: 10.33965/celda2021_202108l014
L. Daouk, N. A. Hashlamoun
UAE Higher education institutions were among the first institutions in the Middle East to adopt Blackboard Learn (BBLearn) as the learning management system for their e-learning activities. Regardless of the large investments spent of BBLearn, the adoption of this system among the faculty is still slow. This qualitative case study research aimed to investigate the need for the creation of a BBLearn community of practice (CoP) in a public higher education institution in the United Arab Emirates, its anticipated benefits and its positive impact on increasing the adoption of BBLearn among the computer department faculty. A qualitative case study research methodology was used, and data was collected from faculty of the public higher education institution. The findings revealed that the faculty support the creation of a BBLearn CoP and they identified its anticipated benefits and listed them. The findings also confirmed that the creation of a BBLearn CoP will have positive impact on the adoption of BBLearn among the computer department faculty. This study confirmed the importance of communities of practice and their roles in sharing and advancing knowledge. It also revealed the need to create a BBLearn CoP to address the slow adoption of BBLearn among faculty.
{"title":"THE USAGE OF BLACKBOARD LEARN COMMUNITY OF PRACTICE IN HIGHER EDUCATION INSTITUTIONS IN UAE","authors":"L. Daouk, N. A. Hashlamoun","doi":"10.33965/celda2021_202108l014","DOIUrl":"https://doi.org/10.33965/celda2021_202108l014","url":null,"abstract":"UAE Higher education institutions were among the first institutions in the Middle East to adopt Blackboard Learn (BBLearn) as the learning management system for their e-learning activities. Regardless of the large investments spent of BBLearn, the adoption of this system among the faculty is still slow. This qualitative case study research aimed to investigate the need for the creation of a BBLearn community of practice (CoP) in a public higher education institution in the United Arab Emirates, its anticipated benefits and its positive impact on increasing the adoption of BBLearn among the computer department faculty. A qualitative case study research methodology was used, and data was collected from faculty of the public higher education institution. The findings revealed that the faculty support the creation of a BBLearn CoP and they identified its anticipated benefits and listed them. The findings also confirmed that the creation of a BBLearn CoP will have positive impact on the adoption of BBLearn among the computer department faculty. This study confirmed the importance of communities of practice and their roles in sharing and advancing knowledge. It also revealed the need to create a BBLearn CoP to address the slow adoption of BBLearn among faculty.","PeriodicalId":413698,"journal":{"name":"18th International Conference Cognition and Exploratory Learning in Digital Age 2021","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131113162","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 : 2021-10-13DOI: 10.33965/celda2021_202108c039
Felix Weber, Jana Kernos, Mae Grenz, Jueun Lee
In this paper we present the current state of a digital goal-setting intervention for higher education, which is based on the concept of hierarchical goal systems (HGS). Findings from organizational psychology, motivational psychology and educational psychology related to goals, self-regulated learning and goal systems are covered as a theoretical background. Subsequently, hierarchical goal systems are introduced conceptually and the concrete implementation and the essential functions of the digital HGS intervention are presented. Next, the current state of the development process and four studies currently in progress are briefly summarized. The studies are designed to answer the following research questions: How can students be supported in the discovery of personally relevant educational goals? How can students be supported in the construction of hierarchical goal systems directed towards such personally relevant educational goals? The paper concludes with an outlook on the benefits between students and researchers in the upcoming field study with the digital goal setting intervention.
{"title":"TOWARDS A WEB-BASED HIERARCHICAL GOAL SETTING INTERVENTION FOR HIGHER EDUCATION","authors":"Felix Weber, Jana Kernos, Mae Grenz, Jueun Lee","doi":"10.33965/celda2021_202108c039","DOIUrl":"https://doi.org/10.33965/celda2021_202108c039","url":null,"abstract":"In this paper we present the current state of a digital goal-setting intervention for higher education, which is based on the concept of hierarchical goal systems (HGS). Findings from organizational psychology, motivational psychology and educational psychology related to goals, self-regulated learning and goal systems are covered as a theoretical background. Subsequently, hierarchical goal systems are introduced conceptually and the concrete implementation and the essential functions of the digital HGS intervention are presented. Next, the current state of the development process and four studies currently in progress are briefly summarized. The studies are designed to answer the following research questions: How can students be supported in the discovery of personally relevant educational goals? How can students be supported in the construction of hierarchical goal systems directed towards such personally relevant educational goals? The paper concludes with an outlook on the benefits between students and researchers in the upcoming field study with the digital goal setting intervention.","PeriodicalId":413698,"journal":{"name":"18th International Conference Cognition and Exploratory Learning in Digital Age 2021","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131037077","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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