Numerous video games marketed entirely for entertainment purposes, also known as commercial, off-the-shelf (COTS) titles, can serve as an effective tool for teaching students complicated skills such as executive functioning, hypothesis testing, and critical analysis. In this phenomenological case study, I outline a pedagogical approach that harnesses the trinity of content knowledge, discursive prowess, and video game aptitude by capitalizing on pupils' preference for digital integration. Video game titles were selected according to their scores on Rice's (2007) “Video Game Higher-Order Thinking Evaluation Rubric” and “Video Game Cognitive Viability Scale,” with lessons tied to Florida's Next Generation Sunshine State Standards for social studies. The implication of this study is that COTS titles offer an alternative curricular entry point, which can elicit higher-order discussions when paired with pointed, teacher-led inquiry. This methodology, if properly harnessed, could transmit subject manner more effectively and create critically reflective, game-based learning cohorts.
{"title":"Repurposing Video Games as Discussion Tools","authors":"Joshua M. Patterson","doi":"10.4018/ijgbl.349589","DOIUrl":"https://doi.org/10.4018/ijgbl.349589","url":null,"abstract":"Numerous video games marketed entirely for entertainment purposes, also known as commercial, off-the-shelf (COTS) titles, can serve as an effective tool for teaching students complicated skills such as executive functioning, hypothesis testing, and critical analysis. In this phenomenological case study, I outline a pedagogical approach that harnesses the trinity of content knowledge, discursive prowess, and video game aptitude by capitalizing on pupils' preference for digital integration. Video game titles were selected according to their scores on Rice's (2007) “Video Game Higher-Order Thinking Evaluation Rubric” and “Video Game Cognitive Viability Scale,” with lessons tied to Florida's Next Generation Sunshine State Standards for social studies. The implication of this study is that COTS titles offer an alternative curricular entry point, which can elicit higher-order discussions when paired with pointed, teacher-led inquiry. This methodology, if properly harnessed, could transmit subject manner more effectively and create critically reflective, game-based learning cohorts.","PeriodicalId":44586,"journal":{"name":"International Journal of Game-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141922613","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}
David Juárez-Varón, Manuel Ángel Juárez-Varón, Ana Mengual-Recuerda, Beatriz Andres
This research delves into the comparative analysis of brain activity using gamification in the classroom versus traditional teaching. This study aims to employ neurotechnology to record and analyse the impact of active gamification methodology on relevant variables in the learning process within a traditional university education setting, presenting an innovative contribution to the existing literature. Neuroscience technology has been utilized to gauge cognitive processing of stimuli tailored for an academic experience in a university master's class. By scrutinizing brain recordings related to attention, interest, long term excitement, stress, relaxation, and engagement, the findings provide a quantitative assessment of key learning variables through brain signals. Gamification is the active methodology employed, and the application of neuroscience technologies facilitates an understanding of the variations in levels of brain activation among students, shedding light on the contributions of this active teaching methodology to the learning process.
{"title":"A Neurotechnological Study to Quantify Differences in Brain Activity Using Game-Based Learning","authors":"David Juárez-Varón, Manuel Ángel Juárez-Varón, Ana Mengual-Recuerda, Beatriz Andres","doi":"10.4018/ijgbl.349219","DOIUrl":"https://doi.org/10.4018/ijgbl.349219","url":null,"abstract":"This research delves into the comparative analysis of brain activity using gamification in the classroom versus traditional teaching. This study aims to employ neurotechnology to record and analyse the impact of active gamification methodology on relevant variables in the learning process within a traditional university education setting, presenting an innovative contribution to the existing literature. Neuroscience technology has been utilized to gauge cognitive processing of stimuli tailored for an academic experience in a university master's class. By scrutinizing brain recordings related to attention, interest, long term excitement, stress, relaxation, and engagement, the findings provide a quantitative assessment of key learning variables through brain signals. Gamification is the active methodology employed, and the application of neuroscience technologies facilitates an understanding of the variations in levels of brain activation among students, shedding light on the contributions of this active teaching methodology to the learning process.","PeriodicalId":44586,"journal":{"name":"International Journal of Game-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141830287","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}
Oriol Borrás-Gené, Raquel Hijón-Neira, Pedro Paredes-Barragán, Lucía Serrano-Luján
Educational escape rooms aims to motivate students, to strengthen knowledge and evaluate learning. Pre-service teachers enrolled in “Computer Science and Digital Competency” course shows lack of motivation and difficulties to realise its usefulness in everyday practice, becoming an ideal context to apply this strategy. 157 students belonging to a European university participated in the experience as case study. The educational escape room was conducted following a hybrid model, mixing a physical organization of props with a virtual organization of the narrative, tests and achievements. The experiment was designed to answer two hypotheses, first if applying escape room as an educational strategy fosters pre-primary and primary students' motivation, since this method address complex concepts in a practical way, and second, if the application of this strategy as teaching strategy makes students perceive the learning process as a game.
{"title":"A Hybrid Escape Room to Foster Motivation and Programming Education for Pre-Service Teachers","authors":"Oriol Borrás-Gené, Raquel Hijón-Neira, Pedro Paredes-Barragán, Lucía Serrano-Luján","doi":"10.4018/ijgbl.343525","DOIUrl":"https://doi.org/10.4018/ijgbl.343525","url":null,"abstract":"Educational escape rooms aims to motivate students, to strengthen knowledge and evaluate learning. Pre-service teachers enrolled in “Computer Science and Digital Competency” course shows lack of motivation and difficulties to realise its usefulness in everyday practice, becoming an ideal context to apply this strategy. 157 students belonging to a European university participated in the experience as case study. The educational escape room was conducted following a hybrid model, mixing a physical organization of props with a virtual organization of the narrative, tests and achievements. The experiment was designed to answer two hypotheses, first if applying escape room as an educational strategy fosters pre-primary and primary students' motivation, since this method address complex concepts in a practical way, and second, if the application of this strategy as teaching strategy makes students perceive the learning process as a game.","PeriodicalId":44586,"journal":{"name":"International Journal of Game-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141002451","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}
I. Gintere, Emmanouel Rovithis, Á. Bakk, Alvis Misjuns
The study presents the authors' research for the purpose of designing ImGame, a virtual environment inviting users to playfully learn about the concept of immersion and its historical antecedents. The authors describe ImGame's current pre-production stage and examine the basic characteristics of the feeling of immersion. They intend to deepen the current understanding of the immersive experience in art, taking into account its broad cultural connotations. The article suggests that the aesthetics of immersion can be classified into two psychological modes that have not been explicitly defined in the discourse of immersivity: a calm reflection and one of awe. From the technical standpoint, the project offers a simple handling of triggering animations and events of the game as well as storing of their state in order to create gamification elements, interactions for quizzes and other activities for ImGame or any other game using the a-frame framework to create WebXR experiences.
{"title":"ImGame Project","authors":"I. Gintere, Emmanouel Rovithis, Á. Bakk, Alvis Misjuns","doi":"10.4018/ijgbl.338218","DOIUrl":"https://doi.org/10.4018/ijgbl.338218","url":null,"abstract":"The study presents the authors' research for the purpose of designing ImGame, a virtual environment inviting users to playfully learn about the concept of immersion and its historical antecedents. The authors describe ImGame's current pre-production stage and examine the basic characteristics of the feeling of immersion. They intend to deepen the current understanding of the immersive experience in art, taking into account its broad cultural connotations. The article suggests that the aesthetics of immersion can be classified into two psychological modes that have not been explicitly defined in the discourse of immersivity: a calm reflection and one of awe. From the technical standpoint, the project offers a simple handling of triggering animations and events of the game as well as storing of their state in order to create gamification elements, interactions for quizzes and other activities for ImGame or any other game using the a-frame framework to create WebXR experiences.","PeriodicalId":44586,"journal":{"name":"International Journal of Game-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139793974","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}
I. Gintere, Emmanouel Rovithis, Á. Bakk, Alvis Misjuns
The study presents the authors' research for the purpose of designing ImGame, a virtual environment inviting users to playfully learn about the concept of immersion and its historical antecedents. The authors describe ImGame's current pre-production stage and examine the basic characteristics of the feeling of immersion. They intend to deepen the current understanding of the immersive experience in art, taking into account its broad cultural connotations. The article suggests that the aesthetics of immersion can be classified into two psychological modes that have not been explicitly defined in the discourse of immersivity: a calm reflection and one of awe. From the technical standpoint, the project offers a simple handling of triggering animations and events of the game as well as storing of their state in order to create gamification elements, interactions for quizzes and other activities for ImGame or any other game using the a-frame framework to create WebXR experiences.
{"title":"ImGame Project","authors":"I. Gintere, Emmanouel Rovithis, Á. Bakk, Alvis Misjuns","doi":"10.4018/ijgbl.338218","DOIUrl":"https://doi.org/10.4018/ijgbl.338218","url":null,"abstract":"The study presents the authors' research for the purpose of designing ImGame, a virtual environment inviting users to playfully learn about the concept of immersion and its historical antecedents. The authors describe ImGame's current pre-production stage and examine the basic characteristics of the feeling of immersion. They intend to deepen the current understanding of the immersive experience in art, taking into account its broad cultural connotations. The article suggests that the aesthetics of immersion can be classified into two psychological modes that have not been explicitly defined in the discourse of immersivity: a calm reflection and one of awe. From the technical standpoint, the project offers a simple handling of triggering animations and events of the game as well as storing of their state in order to create gamification elements, interactions for quizzes and other activities for ImGame or any other game using the a-frame framework to create WebXR experiences.","PeriodicalId":44586,"journal":{"name":"International Journal of Game-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139853880","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}
M. Cezarotto, Pamela N. Martinez, Ruth Constansa Torres Castillo, Theodore Stanford, Christopher Engledowl, Germain Degardin, Barbara Chamberlin
Mathematical learning has an important role and is often prioritized in education. In K-16 education, algebra is one of the most vital mathematical content domains: it represents one of the top barriers for students pursuing a postsecondary education. Game-based learning has been effective in fostering classroom math learning environments that are collaborative and focused on conceptual understanding. Sandbox games provide open-ended learning environments where players can set their own goals and level of effort. As part of the project “Math Snacks,” the team designed Agrinautica, a sandbox game to enable constructivist-informed early algebra learning. This article identifies design recommendations for creating meaningful sandbox games for learning, considering students' and teachers' needs. Researchers discuss the decisions to create a sandbox game and describe challenges inherent in math learning through sandbox-type gameplay. This study provides impact results from a large-scale study of users of the game, and shares recommendations for developing future sandbox learning games.
{"title":"Open-Ended Mathematics Learning","authors":"M. Cezarotto, Pamela N. Martinez, Ruth Constansa Torres Castillo, Theodore Stanford, Christopher Engledowl, Germain Degardin, Barbara Chamberlin","doi":"10.4018/ijgbl.337795","DOIUrl":"https://doi.org/10.4018/ijgbl.337795","url":null,"abstract":"Mathematical learning has an important role and is often prioritized in education. In K-16 education, algebra is one of the most vital mathematical content domains: it represents one of the top barriers for students pursuing a postsecondary education. Game-based learning has been effective in fostering classroom math learning environments that are collaborative and focused on conceptual understanding. Sandbox games provide open-ended learning environments where players can set their own goals and level of effort. As part of the project “Math Snacks,” the team designed Agrinautica, a sandbox game to enable constructivist-informed early algebra learning. This article identifies design recommendations for creating meaningful sandbox games for learning, considering students' and teachers' needs. Researchers discuss the decisions to create a sandbox game and describe challenges inherent in math learning through sandbox-type gameplay. This study provides impact results from a large-scale study of users of the game, and shares recommendations for developing future sandbox learning games.","PeriodicalId":44586,"journal":{"name":"International Journal of Game-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139796360","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}
M. Cezarotto, Pamela N. Martinez, Ruth Constansa Torres Castillo, Theodore Stanford, Christopher Engledowl, Germain Degardin, Barbara Chamberlin
Mathematical learning has an important role and is often prioritized in education. In K-16 education, algebra is one of the most vital mathematical content domains: it represents one of the top barriers for students pursuing a postsecondary education. Game-based learning has been effective in fostering classroom math learning environments that are collaborative and focused on conceptual understanding. Sandbox games provide open-ended learning environments where players can set their own goals and level of effort. As part of the project “Math Snacks,” the team designed Agrinautica, a sandbox game to enable constructivist-informed early algebra learning. This article identifies design recommendations for creating meaningful sandbox games for learning, considering students' and teachers' needs. Researchers discuss the decisions to create a sandbox game and describe challenges inherent in math learning through sandbox-type gameplay. This study provides impact results from a large-scale study of users of the game, and shares recommendations for developing future sandbox learning games.
{"title":"Open-Ended Mathematics Learning","authors":"M. Cezarotto, Pamela N. Martinez, Ruth Constansa Torres Castillo, Theodore Stanford, Christopher Engledowl, Germain Degardin, Barbara Chamberlin","doi":"10.4018/ijgbl.337795","DOIUrl":"https://doi.org/10.4018/ijgbl.337795","url":null,"abstract":"Mathematical learning has an important role and is often prioritized in education. In K-16 education, algebra is one of the most vital mathematical content domains: it represents one of the top barriers for students pursuing a postsecondary education. Game-based learning has been effective in fostering classroom math learning environments that are collaborative and focused on conceptual understanding. Sandbox games provide open-ended learning environments where players can set their own goals and level of effort. As part of the project “Math Snacks,” the team designed Agrinautica, a sandbox game to enable constructivist-informed early algebra learning. This article identifies design recommendations for creating meaningful sandbox games for learning, considering students' and teachers' needs. Researchers discuss the decisions to create a sandbox game and describe challenges inherent in math learning through sandbox-type gameplay. This study provides impact results from a large-scale study of users of the game, and shares recommendations for developing future sandbox learning games.","PeriodicalId":44586,"journal":{"name":"International Journal of Game-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139856223","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 objective of this study is to examine and compare the impact of serious games and gamification on learning achievement and motivation. The results of the meta-analysis indicate that gamification has a more positive influence on learning achievement and motivation compared to serious games. The analysis reveals that gamification demonstrates a stronger impact on extrinsic motivation than on intrinsic motivation. Serious games have a more positive effect on intrinsic motivation in comparison to extrinsic motivation. The overall outcome suggests that gamification has relatively stronger effects than serious games. While the impact on extrinsic motivation is more significant with both approaches, serious games excel in fostering intrinsic motivation. However, further research is recommended to investigate the specific mechanisms that drive these effects and to identify optimal strategies for implementing serious games and gamification in diverse educational settings.
{"title":"The Impact of Educational Games on Learning Outcomes","authors":"Jiaopin Ren, Wei Xu, Ziqing Liu","doi":"10.4018/ijgbl.336478","DOIUrl":"https://doi.org/10.4018/ijgbl.336478","url":null,"abstract":"The objective of this study is to examine and compare the impact of serious games and gamification on learning achievement and motivation. The results of the meta-analysis indicate that gamification has a more positive influence on learning achievement and motivation compared to serious games. The analysis reveals that gamification demonstrates a stronger impact on extrinsic motivation than on intrinsic motivation. Serious games have a more positive effect on intrinsic motivation in comparison to extrinsic motivation. The overall outcome suggests that gamification has relatively stronger effects than serious games. While the impact on extrinsic motivation is more significant with both approaches, serious games excel in fostering intrinsic motivation. However, further research is recommended to investigate the specific mechanisms that drive these effects and to identify optimal strategies for implementing serious games and gamification in diverse educational settings.","PeriodicalId":44586,"journal":{"name":"International Journal of Game-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139613812","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}
Although game-based learning has gained significant attention in higher education globally, it is difficult to harness its engagement and interactions to improve student success. This paper argues that the use of digital games has the potential to interrupt social practices and increase engagement and interaction, thereby fostering meaningful learning. Using a mixed-method design, a digital game was used in a sport studies programme, involving 106 participants, over a two-year period. Data were collected through surveys, focus group discussions, and reflective blog posts. Structuration theory is considered as the theoretical lens, as it purports that recursive social activities of humans are continually recreated by human agents. The paper concludes that when participants engaged in a cross-cultural game-based learning environment, the social practices acquired through their academic career were interrupted, reshaped, and reproduced into new practices. A social constructivist game-based learning model to foster interaction within multi-cultural higher education classrooms is offered.
{"title":"Digital Gaming for Cross-Cultural Learning","authors":"Simone Titus, Dick Ng'ambi","doi":"10.4018/ijgbl.331995","DOIUrl":"https://doi.org/10.4018/ijgbl.331995","url":null,"abstract":"Although game-based learning has gained significant attention in higher education globally, it is difficult to harness its engagement and interactions to improve student success. This paper argues that the use of digital games has the potential to interrupt social practices and increase engagement and interaction, thereby fostering meaningful learning. Using a mixed-method design, a digital game was used in a sport studies programme, involving 106 participants, over a two-year period. Data were collected through surveys, focus group discussions, and reflective blog posts. Structuration theory is considered as the theoretical lens, as it purports that recursive social activities of humans are continually recreated by human agents. The paper concludes that when participants engaged in a cross-cultural game-based learning environment, the social practices acquired through their academic career were interrupted, reshaped, and reproduced into new practices. A social constructivist game-based learning model to foster interaction within multi-cultural higher education classrooms is offered.","PeriodicalId":44586,"journal":{"name":"International Journal of Game-Based Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136356544","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 process of massive multiplayer online gamers and their social environment is analyzed in this context. Video games offer a platform for players to develop essential social and emotional skills with online gamers, such as predicting behaviors, providing support, and building relationships. Gaming serves as a communication channel, and games played in groups promote increased socialization instead of isolating individuals. Supporting each other during gameplay strengthens friendships, and MMOs ensure that ties with old friends are not broken. Multiplayer games can help players form lasting social connections and memories by fostering a positive and enjoyable gaming experience. Through shared experiences, players can form close bonds and support each other in difficult situations. Online gaming enables individuals who have never met face-to-face to establish strong and meaningful friendships. Players may be meticulous when recruiting people to their group to ensure that they are skilled, friendly, trustworthy, and will enhance their gaming experience.
{"title":"Communication With the Social Environment in Multiplayer Online Games","authors":"Mustafa Seref Akin","doi":"10.4018/ijgbl.330755","DOIUrl":"https://doi.org/10.4018/ijgbl.330755","url":null,"abstract":"The process of massive multiplayer online gamers and their social environment is analyzed in this context. Video games offer a platform for players to develop essential social and emotional skills with online gamers, such as predicting behaviors, providing support, and building relationships. Gaming serves as a communication channel, and games played in groups promote increased socialization instead of isolating individuals. Supporting each other during gameplay strengthens friendships, and MMOs ensure that ties with old friends are not broken. Multiplayer games can help players form lasting social connections and memories by fostering a positive and enjoyable gaming experience. Through shared experiences, players can form close bonds and support each other in difficult situations. Online gaming enables individuals who have never met face-to-face to establish strong and meaningful friendships. Players may be meticulous when recruiting people to their group to ensure that they are skilled, friendly, trustworthy, and will enhance their gaming experience.","PeriodicalId":44586,"journal":{"name":"International Journal of Game-Based Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134886990","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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