Andres Felipe Velasco Hernández, David Sebastián Baldeón Padilla, A. A. Navarro Newball
This study analyzed the relationship between probabilistic reasoning, feedback type, and engagement across four sessions of an DGBL educational practice with a feedback system. Results show that engagement and probabilistic reasoning varied longitudinally during the intervention. In addition, the teacher’s feedback was found to be of an open-ended type. Significant correlations were established between probabilistic reasoning and feedback, as well as between engagement and probabilistic reasoning in one of the sessions. Implications for teaching and designing DGBL sequences are presented.
{"title":"Videogames and open feedback systems to enhance probabilistic reasoning and engagement","authors":"Andres Felipe Velasco Hernández, David Sebastián Baldeón Padilla, A. A. Navarro Newball","doi":"10.17083/ijsg.v11i1.656","DOIUrl":"https://doi.org/10.17083/ijsg.v11i1.656","url":null,"abstract":"This study analyzed the relationship between probabilistic reasoning, feedback type, and engagement across four sessions of an DGBL educational practice with a feedback system. Results show that engagement and probabilistic reasoning varied longitudinally during the intervention. In addition, the teacher’s feedback was found to be of an open-ended type. Significant correlations were established between probabilistic reasoning and feedback, as well as between engagement and probabilistic reasoning in one of the sessions. Implications for teaching and designing DGBL sequences are presented.","PeriodicalId":44800,"journal":{"name":"International Journal of Serious Games","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140215372","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 increasing accessibility of Virtual reality (VR) technology presents an opportunity for enhancing human immersion in several domains (Industrial, Social, Media, Cultural heritage, etc.). Moreover, it has huge impact to leverage its interaction and engagement; to un-dominate person on live, work, and diversion. The development of innovative VR-driven method is a sign of evolvement witnessed by the interaction design industry. In this respect, the work presents a complete framework for the design of virtual reality-based game; offering features, mechanisms, and 3D models that facilitate the development of interactive scenes, which reveal of the city’s historic monuments reality. The main research question focuses on empirically establishing the impact of virtual reality on video game design, including its influence on in-game cultural placement and its potential to enhance the retention of legacy game experiences within players’ memories. The results show that the game experience is felt original, enjoyable, and appealing for the user’s target group. Also, participants appreciate the use of VR technologies to explore cultural scenes and product; and to enhance empathy within a virtual experience. Furthermore, our research extends recent studies, proposing a VR-based design methodology, as well as, an assessing process. It guides the creation of visual representation of monuments, artifacts, and culture. Moreover, it improves user’s point of view and knowledge of the place they visit, within playing the WallysCar Crash Team Racing (WCTR) game. Our project intended to achieve a twofold purpose related to the Tunisian context: discovering the popular “Sfax City” with historical and patrimonial monumental heritage, while promoting the local industry creation.
{"title":"Design of Virtual Reality Based Game for Dual Enhancement of City Monuments and Brand Image","authors":"Yassine Aydi, Meriam Elleuch","doi":"10.17083/ijsg.v11i1.652","DOIUrl":"https://doi.org/10.17083/ijsg.v11i1.652","url":null,"abstract":"The increasing accessibility of Virtual reality (VR) technology presents an opportunity for enhancing human immersion in several domains (Industrial, Social, Media, Cultural heritage, etc.). Moreover, it has huge impact to leverage its interaction and engagement; to un-dominate person on live, work, and diversion. The development of innovative VR-driven method is a sign of evolvement witnessed by the interaction design industry. In this respect, the work presents a complete framework for the design of virtual reality-based game; offering features, mechanisms, and 3D models that facilitate the development of interactive scenes, which reveal of the city’s historic monuments reality. The main research question focuses on empirically establishing the impact of virtual reality on video game design, including its influence on in-game cultural placement and its potential to enhance the retention of legacy game experiences within players’ memories. The results show that the game experience is felt original, enjoyable, and appealing for the user’s target group. Also, participants appreciate the use of VR technologies to explore cultural scenes and product; and to enhance empathy within a virtual experience. Furthermore, our research extends recent studies, proposing a VR-based design methodology, as well as, an assessing process. It guides the creation of visual representation of monuments, artifacts, and culture. Moreover, it improves user’s point of view and knowledge of the place they visit, within playing the WallysCar Crash Team Racing (WCTR) game. Our project intended to achieve a twofold purpose related to the Tunisian context: discovering the popular “Sfax City” with historical and patrimonial monumental heritage, while promoting the local industry creation.","PeriodicalId":44800,"journal":{"name":"International Journal of Serious Games","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140218059","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}
Role-playing has long been a method in the professionalization of educators to emulate or anticipate everyday school and teaching situations. This paper introduces InCoLearn, the first multiplayer online role-playing game (RPG) developed for student teachers to facilitate professional and action-based knowledge of inclusion and heterogeneity in the classroom with non-linear storytelling through individual quests. A qualitative usability study conducted via focus groups aims to provide insights into usability. It seeks to answer the research question of which aspects are perceived as the most important and problematic to student teachers using InCoLearn. To answer another research question, whether previous quantitative usability results can be confirmed and explained by the qualitative results, the qualitative results are set into the context of a quantitative usability study.
{"title":"Role-Playing in Teacher Education with InCoLearn and its Qualitative Usability","authors":"Charlotte Knorr, Bernd Zinn","doi":"10.17083/ijsg.v11i1.681","DOIUrl":"https://doi.org/10.17083/ijsg.v11i1.681","url":null,"abstract":"Role-playing has long been a method in the professionalization of educators to emulate or anticipate everyday school and teaching situations. This paper introduces InCoLearn, the first multiplayer online role-playing game (RPG) developed for student teachers to facilitate professional and action-based knowledge of inclusion and heterogeneity in the classroom with non-linear storytelling through individual quests. A qualitative usability study conducted via focus groups aims to provide insights into usability. It seeks to answer the research question of which aspects are perceived as the most important and problematic to student teachers using InCoLearn. To answer another research question, whether previous quantitative usability results can be confirmed and explained by the qualitative results, the qualitative results are set into the context of a quantitative usability study.","PeriodicalId":44800,"journal":{"name":"International Journal of Serious Games","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140219551","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}
Samira Poudratchi, Yoones A. Sekhavat, M. R. Azadehfar, Samad Roohi
By using sound to visualize the real-world environment, audio games can offer a completely new game experience. In this paper, we study how audio cues can be visualized in computer games to enhance the navigation skills of players. To this end, we propose an audio game in which blindfolded players move through a physical maze with the help of audio cues. To realize this game, a sonar headset is designed and built based on ultrasonic sensors, which maps the external environment features into musical sounds. The game is played in a real-world environment and uses an augmented reality approach as it adds virtual sounds to the real world. The gaming environment of this game is a physical maze, where the blindfolded players enter the maze while wearing the sonar headset. A user study was conducted to evaluate the effect of using different sound mapping techniques on navigation performance and playing experience in the game proposed in this paper. The results show that producing musical sound can lead to better navigation performance, game experience, and immersion in players.
{"title":"BatSight: Efficient Sonification Techniques to Map Environmental Information into Audio Cues in Audio Augmented Reality Games","authors":"Samira Poudratchi, Yoones A. Sekhavat, M. R. Azadehfar, Samad Roohi","doi":"10.17083/ijsg.v11i1.718","DOIUrl":"https://doi.org/10.17083/ijsg.v11i1.718","url":null,"abstract":"By using sound to visualize the real-world environment, audio games can offer a completely new game experience. In this paper, we study how audio cues can be visualized in computer games to enhance the navigation skills of players. To this end, we propose an audio game in which blindfolded players move through a physical maze with the help of audio cues. To realize this game, a sonar headset is designed and built based on ultrasonic sensors, which maps the external environment features into musical sounds. \u0000The game is played in a real-world environment and uses an augmented reality approach as it adds virtual sounds to the real world. \u0000The gaming environment of this game is a physical maze, where the blindfolded players enter the maze while wearing the sonar headset. A user study was conducted to evaluate the effect of using different sound mapping techniques on navigation performance and playing experience in the game proposed in this paper. The results show that producing musical sound can lead to better navigation performance, game experience, and immersion in players.","PeriodicalId":44800,"journal":{"name":"International Journal of Serious Games","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140219056","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}
This literature review delves into research on the gamification of cybersecurity awareness for non-IT professionals, aiming to provide an accurate report on known and unknown information regarding three key questions: the impact of gamification on cybersecurity awareness interest and engagement, measurable results related to game elements and their connection to specific learning goals, and the long-term effectiveness of gamified cybersecurity. Examining five relevant papers, the findings confirm short-term effectiveness and indicate that the incorporation of various game elements, such as storytelling, team leaderboards, and interactive scenarios, results in increased knowledge, improved engagement, and positive behavior changes aligned with specific cybersecurity awareness learning goals. However, the review also identifies recurring gaps in evaluating individual game elements and customizing gamification strategies for non-IT professionals. Highlighting a critical gap in understanding long-term effectiveness, we argue for further empirical studies to consider habituation effects, emphasizing the need for a nuanced understanding of gamification's impact on cybersecurity awareness over an extended period. Thus, the review contributes to the existing body of knowledge by emphasizing the necessity for empirical studies focusing on sustained, long-term effectiveness and habituation effects in gamified cybersecurity initiatives.
本文献综述深入探讨了针对非 IT 专业人员的网络安全意识游戏化研究，旨在准确报告有关以下三个关键问题的已知和未知信息：游戏化对网络安全意识的兴趣和参与度的影响、与游戏元素及其与特定学习目标的联系相关的可测量结果，以及游戏化网络安全的长期有效性。通过对五篇相关论文的研究，研究结果证实了游戏化的短期有效性，并指出融入各种游戏元素（如讲故事、团队排行榜和互动情景）会增加知识、提高参与度，并根据特定的网络安全意识学习目标带来积极的行为变化。然而，审查也发现了在评估单个游戏元素和为非 IT 专业人员定制游戏化策略方面经常出现的差距。我们强调了在了解长期有效性方面存在的关键差距，主张进一步开展实证研究，考虑习惯效应，强调需要细致入微地了解游戏化在较长时期内对网络安全意识的影响。因此，本综述强调有必要开展实证研究，重点关注游戏化网络安全举措的持续、长期有效性和习惯效应，从而为现有知识体系做出贡献。
{"title":"Gamification of Cybersecurity Awareness for Non-IT Professionals: A Systematic Literature Review","authors":"Anderson Kevin Gwenhure, Flourensia Sapty Rahayu","doi":"10.17083/ijsg.v11i1.719","DOIUrl":"https://doi.org/10.17083/ijsg.v11i1.719","url":null,"abstract":"This literature review delves into research on the gamification of cybersecurity awareness for non-IT professionals, aiming to provide an accurate report on known and unknown information regarding three key questions: the impact of gamification on cybersecurity awareness interest and engagement, measurable results related to game elements and their connection to specific learning goals, and the long-term effectiveness of gamified cybersecurity. Examining five relevant papers, the findings confirm short-term effectiveness and indicate that the incorporation of various game elements, such as storytelling, team leaderboards, and interactive scenarios, results in increased knowledge, improved engagement, and positive behavior changes aligned with specific cybersecurity awareness learning goals. However, the review also identifies recurring gaps in evaluating individual game elements and customizing gamification strategies for non-IT professionals. Highlighting a critical gap in understanding long-term effectiveness, we argue for further empirical studies to consider habituation effects, emphasizing the need for a nuanced understanding of gamification's impact on cybersecurity awareness over an extended period. Thus, the review contributes to the existing body of knowledge by emphasizing the necessity for empirical studies focusing on sustained, long-term effectiveness and habituation effects in gamified cybersecurity initiatives.","PeriodicalId":44800,"journal":{"name":"International Journal of Serious Games","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140211570","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}
Maho Wielfrid Morie, Iza Marfisi-Schottman, Lancine Bamba
Serious Games (SGs) intended for educational purposes can improve the quality of learning in many contexts and at all levels. However, their use in schools remains minimal despite their many educational and pedagogical benefits. This lack of interest is partly due to educational SGs’ visibility problem. Indeed, in practice, they are mainly indexed in catalogues containing all types of SGs (not necessarily educational). Also, the existing catalogues, often designed by video game editors, do not offer relevant and practical filters to help teachers find SGs adapted to their specific needs. This article proposes JEN-Planet, a catalogue designed from several research contributions to help teachers find existing educational SGs. A comparative study is therefore carried out on its usability, relevance, and utility against those of the two other major catalogues. 50 teachers explored the different catalogues and evaluated them by completing questionnaires. The results show that the JEN-Planet catalogue better meets teachers' needs. This catalogue could therefore improve the visibility of educational SGs for teachers, who will be able to find them more easily.
{"title":"JEN-Planet: an Automatically Updating Serious Game Catalogue Designed with and for Teachers","authors":"Maho Wielfrid Morie, Iza Marfisi-Schottman, Lancine Bamba","doi":"10.17083/ijsg.v11i1.704","DOIUrl":"https://doi.org/10.17083/ijsg.v11i1.704","url":null,"abstract":"Serious Games (SGs) intended for educational purposes can improve the quality of learning in many contexts and at all levels. However, their use in schools remains minimal despite their many educational and pedagogical benefits. This lack of interest is partly due to educational SGs’ visibility problem. Indeed, in practice, they are mainly indexed in catalogues containing all types of SGs (not necessarily educational). Also, the existing catalogues, often designed by video game editors, do not offer relevant and practical filters to help teachers find SGs adapted to their specific needs. This article proposes JEN-Planet, a catalogue designed from several research contributions to help teachers find existing educational SGs. A comparative study is therefore carried out on its usability, relevance, and utility against those of the two other major catalogues. 50 teachers explored the different catalogues and evaluated them by completing questionnaires. The results show that the JEN-Planet catalogue better meets teachers' needs. This catalogue could therefore improve the visibility of educational SGs for teachers, who will be able to find them more easily.","PeriodicalId":44800,"journal":{"name":"International Journal of Serious Games","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140214365","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}
Dah John, Norhayati Hussin, Muhamad Khairulnizam Zaini, D. Ametefe, A. A. Aliu, Aziz Caliskan
In this study we developed a concept for balancing extrinsic rewards and intrinsic motivation in gamified learning systems through the laws of levers. Although empirical findings around gamification studies remain largely inconclusive, it is still the go-to place for many who seek to improve motivation and engagement. The phenomenon uses game design elements and game principles to create better user experience on a system or activity. With the widespread of gamification across and beyond IS, the field of education and learning is one that has embraced it solemnly. Nevertheless, there is little to no consensus amongst researchers as to how to effectively apply it, and benefit from it. As such, the concept is yet entrenched; although popular. Hence, along the concept development, this study set out to review the setbacks of gamification in recent times, primarily focusing on the current inconsistencies of empirical outcomes and how these challenges can be mitigated. We discovered that the overreliance of developers on narrow models is a culprit for failed gamification. Shallow gamification design which centres around the so-called “BPL gamification” is a source of failure, as it has become a copy-and-paste cliché, rather than a deliberate contextual design. Inordinate selection, and application of game elements to a system/activity is toppling gamification too. This was found to also create imbalances in both extrinsic and intrinsic motivation thereby leading to what is known as “Overjustification effect”, which is a big killer of gamification today.
{"title":"Gamification Equilibrium: The Fulcrum for Balanced Intrinsic Motivation and Extrinsic Rewards in Learning Systems: Immersive Gamification in Muhamad Khairulnizam ZainiLearning System","authors":"Dah John, Norhayati Hussin, Muhamad Khairulnizam Zaini, D. Ametefe, A. A. Aliu, Aziz Caliskan","doi":"10.17083/ijsg.v10i3.633","DOIUrl":"https://doi.org/10.17083/ijsg.v10i3.633","url":null,"abstract":"In this study we developed a concept for balancing extrinsic rewards and intrinsic motivation in gamified learning systems through the laws of levers. Although empirical findings around gamification studies remain largely inconclusive, it is still the go-to place for many who seek to improve motivation and engagement. The phenomenon uses game design elements and game principles to create better user experience on a system or activity. With the widespread of gamification across and beyond IS, the field of education and learning is one that has embraced it solemnly. Nevertheless, there is little to no consensus amongst researchers as to how to effectively apply it, and benefit from it. As such, the concept is yet entrenched; although popular. Hence, along the concept development, this study set out to review the setbacks of gamification in recent times, primarily focusing on the current inconsistencies of empirical outcomes and how these challenges can be mitigated. We discovered that the overreliance of developers on narrow models is a culprit for failed gamification. Shallow gamification design which centres around the so-called “BPL gamification” is a source of failure, as it has become a copy-and-paste cliché, rather than a deliberate contextual design. Inordinate selection, and application of game elements to a system/activity is toppling gamification too. This was found to also create imbalances in both extrinsic and intrinsic motivation thereby leading to what is known as “Overjustification effect”, which is a big killer of gamification today. \u0000 ","PeriodicalId":44800,"journal":{"name":"International Journal of Serious Games","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68119666","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}
Prior work systematically investigating the factors contributing to flow experience and learning in educational games is scarce. The relationship between learners’ acceptance of the game and individual difference variables relevant to game-based learning and learners’ flow experience and learning still needs to be systematically explored. To address the gap in knowledge, the study aimed to systematically examine whether variables of technology acceptance and individual differences relevant to game-based learning may predict flow experience and knowledge acquisition in an educational game. A total of 69 undergraduate students participated in the current study. Results indicated students’ flow experience was predicted by some constructs of technology acceptance, namely, perceived playfulness and perceived attractiveness of the game. Five constructs of technology acceptance of the game, however, did not significantly predict learners’ knowledge acquisition, although the correlation between perceived playfulness and knowledge acquisition from the game approached significance. Prior knowledge was found to be a negative predictor of knowledge acquisition from the game, that is, those with insufficient prior knowledge achieved greater knowledge acquisition from the game. Findings were discussed, and suggestions for future research were provided.
{"title":"Predictors of Flow Experience and Knowledge Acquisition in a STEM Game","authors":"Jiahui Wang","doi":"10.17083/ijsg.v10i3.619","DOIUrl":"https://doi.org/10.17083/ijsg.v10i3.619","url":null,"abstract":"Prior work systematically investigating the factors contributing to flow experience and learning in educational games is scarce. The relationship between learners’ acceptance of the game and individual difference variables relevant to game-based learning and learners’ flow experience and learning still needs to be systematically explored. To address the gap in knowledge, the study aimed to systematically examine whether variables of technology acceptance and individual differences relevant to game-based learning may predict flow experience and knowledge acquisition in an educational game. A total of 69 undergraduate students participated in the current study. Results indicated students’ flow experience was predicted by some constructs of technology acceptance, namely, perceived playfulness and perceived attractiveness of the game. Five constructs of technology acceptance of the game, however, did not significantly predict learners’ knowledge acquisition, although the correlation between perceived playfulness and knowledge acquisition from the game approached significance. Prior knowledge was found to be a negative predictor of knowledge acquisition from the game, that is, those with insufficient prior knowledge achieved greater knowledge acquisition from the game. Findings were discussed, and suggestions for future research were provided.","PeriodicalId":44800,"journal":{"name":"International Journal of Serious Games","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68118410","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}
Editorial of the International Journal of Serious Games, Vol. 10, No. 3.
《国际严肃游戏杂志》社论，第10卷第3期。
{"title":"Editorial, Vol. 10, No. 3","authors":"Francesco Bellotti","doi":"10.17083/ijsg.v10i3.676","DOIUrl":"https://doi.org/10.17083/ijsg.v10i3.676","url":null,"abstract":"Editorial of the International Journal of Serious Games, Vol. 10, No. 3.","PeriodicalId":44800,"journal":{"name":"International Journal of Serious Games","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68119150","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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