Pub Date : 2021-09-30DOI: 10.1109/JICV53222.2021.9600321
Marina Patricia De-Luca
A training was studied using the educational action-research method, the knowledge produced during the action-reflection-action cycles transformed it. Considering the perceptions of the training received, the training strategies implemented in two semi-face-to-face ICT workshops of a pedagogical training route to teach in higher education are validated. The strategy system used in the blended learning scenario is made up of virtual and face-to-face environments, organization in learning communities, the flipped classroom and collaborative project methodologies.
{"title":"ICT training strategies in a blended learning scenario","authors":"Marina Patricia De-Luca","doi":"10.1109/JICV53222.2021.9600321","DOIUrl":"https://doi.org/10.1109/JICV53222.2021.9600321","url":null,"abstract":"A training was studied using the educational action-research method, the knowledge produced during the action-reflection-action cycles transformed it. Considering the perceptions of the training received, the training strategies implemented in two semi-face-to-face ICT workshops of a pedagogical training route to teach in higher education are validated. The strategy system used in the blended learning scenario is made up of virtual and face-to-face environments, organization in learning communities, the flipped classroom and collaborative project methodologies.","PeriodicalId":448299,"journal":{"name":"2021 XI International Conference on Virtual Campus (JICV)","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124319237","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 : 2021-09-30DOI: 10.1109/JICV53222.2021.9600285
A. Infante-Moro, J. Infante-Moro, Julia Gallardo-Pérez, F. Martínez-López, M. García-Ordaz
This study analyzes the general digital skills that workers in the tourism sector have in the province of Huelva and the general digital skills that this sector demands, detecting the training needs in this type of skills in said sector in Huelva. This is carried out through a survey of professionals in the tourism sector in the province of Huelva, and their average evaluations (thanks to their differences) serve to detect which competencies require a greater effort from the training degrees focused on this sector and which are taught at the university of that city, to adapt the training plans to the increase in the level of mastery of these competences, facilitating the incorporation of future workers to the tasks to be carried out in their future jobs and increasing the employability of the students of said degrees.
{"title":"Training needs in digital skills in the tourism sector of Huelva","authors":"A. Infante-Moro, J. Infante-Moro, Julia Gallardo-Pérez, F. Martínez-López, M. García-Ordaz","doi":"10.1109/JICV53222.2021.9600285","DOIUrl":"https://doi.org/10.1109/JICV53222.2021.9600285","url":null,"abstract":"This study analyzes the general digital skills that workers in the tourism sector have in the province of Huelva and the general digital skills that this sector demands, detecting the training needs in this type of skills in said sector in Huelva. This is carried out through a survey of professionals in the tourism sector in the province of Huelva, and their average evaluations (thanks to their differences) serve to detect which competencies require a greater effort from the training degrees focused on this sector and which are taught at the university of that city, to adapt the training plans to the increase in the level of mastery of these competences, facilitating the incorporation of future workers to the tasks to be carried out in their future jobs and increasing the employability of the students of said degrees.","PeriodicalId":448299,"journal":{"name":"2021 XI International Conference on Virtual Campus (JICV)","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125037622","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 : 2021-09-30DOI: 10.1109/JICV53222.2021.9600421
C. M. Peña, Michel Valery Pinto Huisacayna, Fabiola Talavera-Mendoza, Rocío Serrano-Rodríguez
Currently online teaching has become the new educational scenario, which favors instruction and interactive processes between teacher and student through digital tools. In this sense, it is intended to evaluate the level of learning and its effectiveness in the management of audiovisual media in the resolution of verbal arithmetic problems. As well as the impact of feedback mediated by technology and the teacher. 13 learning sessions were designed in Powtoon hosted by EDpuzzle offering immediate feedback and then, through personalized video calls, reflective feedback, using Polya’s heuristic method. This learning strategy was applied to third-grade students. A study was designed with a quantitative approach and a quasi-experimental design. The results show significant differences in obtaining the learning achievement in favor of the experimental group. Therefore, it is concluded that audiovisual media promote greater motivation, interaction, opportunity, and error management, in a ubiquitous work. The findings showed that reflective feedback proved to be more effective compared to immediate feedback.
{"title":"Interactive and Ubiquitous Audiovisual Media in Solving Verbal Arithmetic Problems","authors":"C. M. Peña, Michel Valery Pinto Huisacayna, Fabiola Talavera-Mendoza, Rocío Serrano-Rodríguez","doi":"10.1109/JICV53222.2021.9600421","DOIUrl":"https://doi.org/10.1109/JICV53222.2021.9600421","url":null,"abstract":"Currently online teaching has become the new educational scenario, which favors instruction and interactive processes between teacher and student through digital tools. In this sense, it is intended to evaluate the level of learning and its effectiveness in the management of audiovisual media in the resolution of verbal arithmetic problems. As well as the impact of feedback mediated by technology and the teacher. 13 learning sessions were designed in Powtoon hosted by EDpuzzle offering immediate feedback and then, through personalized video calls, reflective feedback, using Polya’s heuristic method. This learning strategy was applied to third-grade students. A study was designed with a quantitative approach and a quasi-experimental design. The results show significant differences in obtaining the learning achievement in favor of the experimental group. Therefore, it is concluded that audiovisual media promote greater motivation, interaction, opportunity, and error management, in a ubiquitous work. The findings showed that reflective feedback proved to be more effective compared to immediate feedback.","PeriodicalId":448299,"journal":{"name":"2021 XI International Conference on Virtual Campus (JICV)","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130044594","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 : 2021-09-30DOI: 10.1109/JICV53222.2021.9600440
Maria Del Pilar Amador-Alarcón, C. A. Torres-Gastelú, Héctor Medina-Cruz, Brenda María Castillo-Muñoz
The objective of this study was to know the impressions about the incorporation of Kahoot in the virtual classroom to strengthen the teaching-learning of Mexican university students. It is approached from a qualitative perspective through the application of a questionnaire of open-ended questions to students of the undergraduate degree in Administrative Computer Systems at the Universidad Veracruzana. The evidence indicates that the incorporation of tools with playful activities as part of the class sessions allows maintaining the interest and motivation of the students, generating a favorable environment for learning.
{"title":"Impressions on the incorporation of Kahoot in the university virtual classroom","authors":"Maria Del Pilar Amador-Alarcón, C. A. Torres-Gastelú, Héctor Medina-Cruz, Brenda María Castillo-Muñoz","doi":"10.1109/JICV53222.2021.9600440","DOIUrl":"https://doi.org/10.1109/JICV53222.2021.9600440","url":null,"abstract":"The objective of this study was to know the impressions about the incorporation of Kahoot in the virtual classroom to strengthen the teaching-learning of Mexican university students. It is approached from a qualitative perspective through the application of a questionnaire of open-ended questions to students of the undergraduate degree in Administrative Computer Systems at the Universidad Veracruzana. The evidence indicates that the incorporation of tools with playful activities as part of the class sessions allows maintaining the interest and motivation of the students, generating a favorable environment for learning.","PeriodicalId":448299,"journal":{"name":"2021 XI International Conference on Virtual Campus (JICV)","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116809730","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 : 2021-09-30DOI: 10.1109/JICV53222.2021.9600303
I. Epifanio, Lara Ferrando, Marina Martínez-Garcia
Although Spanish law obligates the integration of a gender perspective in university teaching, this does not happen in reality and much less in math subjects. We provide guidelines for reviewing math courses from a gender perspective. In particular, we focus on aspects such as: the adequate management of the classroom, the visibility of the contributions of women, the use of an inclusive language, the methodology through active teaching, the contents, the work in values by humanizing the problems, the use of the computer, an appropriate and diverse evaluation and, above all, interpersonal relationships, where empathy and breaking with stereotypes and implicit biases are fundamental. We show examples in some subjects, especially statistics in the field of Engineering and Health degrees. Results based on student participation in activities and their opinion are very satisfactory. Furthermore, feedback obtained after a course about math coeducation to other teachers is also very promising.
{"title":"Mainstreaming gender in mathematics university teaching and an assessment from students and teachers","authors":"I. Epifanio, Lara Ferrando, Marina Martínez-Garcia","doi":"10.1109/JICV53222.2021.9600303","DOIUrl":"https://doi.org/10.1109/JICV53222.2021.9600303","url":null,"abstract":"Although Spanish law obligates the integration of a gender perspective in university teaching, this does not happen in reality and much less in math subjects. We provide guidelines for reviewing math courses from a gender perspective. In particular, we focus on aspects such as: the adequate management of the classroom, the visibility of the contributions of women, the use of an inclusive language, the methodology through active teaching, the contents, the work in values by humanizing the problems, the use of the computer, an appropriate and diverse evaluation and, above all, interpersonal relationships, where empathy and breaking with stereotypes and implicit biases are fundamental. We show examples in some subjects, especially statistics in the field of Engineering and Health degrees. Results based on student participation in activities and their opinion are very satisfactory. Furthermore, feedback obtained after a course about math coeducation to other teachers is also very promising.","PeriodicalId":448299,"journal":{"name":"2021 XI International Conference on Virtual Campus (JICV)","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130184531","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 : 2021-09-30DOI: 10.1109/JICV53222.2021.9600344
Jacobo Roda-Segarra
The measures taken to control the impact of the COVID-19 pandemic, such as social distancing and the closure of educational institutions, have had a major impact on the normal development of learning activities. Laboratory activities have been greatly affected due to their practical and face-to-face nature. This study carries out a systematic review of different approaches used to transform face-to-face laboratories into virtual and remote laboratories. Both quantitative and qualitative analyses have been carried out on a sample obtained from the Scopus database (n = 13), identifying the type of documents, relationship between authors and documents, collaboration index, as well as the country where the experience was carried out. The areas of knowledge and the tools used in them have also been described. The results show that all articles were published in 2021, most of which were multi-authored articles with a collaboration rate of 4.8. The country in which most experiences were developed was the USA, the knowledge area with the most studies was biology and the most used tool, in combination with others, was videoconferencing. Only one of the experiences took advantage of immersive technology or virtual reality to set up a virtual laboratory.
{"title":"Virtual Laboratories During the COVID-19 Pandemic: A Systematic Review","authors":"Jacobo Roda-Segarra","doi":"10.1109/JICV53222.2021.9600344","DOIUrl":"https://doi.org/10.1109/JICV53222.2021.9600344","url":null,"abstract":"The measures taken to control the impact of the COVID-19 pandemic, such as social distancing and the closure of educational institutions, have had a major impact on the normal development of learning activities. Laboratory activities have been greatly affected due to their practical and face-to-face nature. This study carries out a systematic review of different approaches used to transform face-to-face laboratories into virtual and remote laboratories. Both quantitative and qualitative analyses have been carried out on a sample obtained from the Scopus database (n = 13), identifying the type of documents, relationship between authors and documents, collaboration index, as well as the country where the experience was carried out. The areas of knowledge and the tools used in them have also been described. The results show that all articles were published in 2021, most of which were multi-authored articles with a collaboration rate of 4.8. The country in which most experiences were developed was the USA, the knowledge area with the most studies was biology and the most used tool, in combination with others, was videoconferencing. Only one of the experiences took advantage of immersive technology or virtual reality to set up a virtual laboratory.","PeriodicalId":448299,"journal":{"name":"2021 XI International Conference on Virtual Campus (JICV)","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128874694","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 : 2021-09-30DOI: 10.1109/JICV53222.2021.9600268
María Del Carmen Gallego Arias, M. Ibañez
This study analyses pre-service primary and secondary teachers’ gender stereotypes about boys’ and girls’ abilities in STEM subjects, Plastic, and Languages, controlling for the effect of ambivalent sexism. 308 students (M age = 23 years) participated from different Spanish universities. Benevolent sexism was positively correlated with these gender stereotypes. The analyses of variance indicated that benevolent sexism influenced the stereotypical statements about boys’ and girls’ abilities in the different subject areas, when gender and the specialty was chosen (STEM or non-STEM). The higher the level of benevolent sexism among pre-service teachers, the higher their endorsement of gender stereotypes about students’ abilities. The present research contributes to the study of the relationship between gender stereotypes about girls’ and boys’ abilities and ambivalent sexist attitudes among a group of pre-service primary and secondary teachers.
{"title":"Pre-service primary and secondary teachers’ gender stereotypes about students’ academic abilities and ambivalent sexism","authors":"María Del Carmen Gallego Arias, M. Ibañez","doi":"10.1109/JICV53222.2021.9600268","DOIUrl":"https://doi.org/10.1109/JICV53222.2021.9600268","url":null,"abstract":"This study analyses pre-service primary and secondary teachers’ gender stereotypes about boys’ and girls’ abilities in STEM subjects, Plastic, and Languages, controlling for the effect of ambivalent sexism. 308 students (M age = 23 years) participated from different Spanish universities. Benevolent sexism was positively correlated with these gender stereotypes. The analyses of variance indicated that benevolent sexism influenced the stereotypical statements about boys’ and girls’ abilities in the different subject areas, when gender and the specialty was chosen (STEM or non-STEM). The higher the level of benevolent sexism among pre-service teachers, the higher their endorsement of gender stereotypes about students’ abilities. The present research contributes to the study of the relationship between gender stereotypes about girls’ and boys’ abilities and ambivalent sexist attitudes among a group of pre-service primary and secondary teachers.","PeriodicalId":448299,"journal":{"name":"2021 XI International Conference on Virtual Campus (JICV)","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125307924","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 : 2021-09-30DOI: 10.1109/JICV53222.2021.9600416
Olga Juan-Lázaro, Manuel Area-Moreira
The redesign of learning models in the digital society asks out teachers to experiment with pedagogical approaches called emergent or digital, among which are gamification, flipped classroom, mobile learning or e-portfolio. For this research we have followed the methodology named Design-Based Research, DBR, incorporating several transformative elements in the Virtual Learning Environment, VLE, for the training of online tutors. In this paper we present a study developed within the framework of the training of Spanish teachers as a second language through the Instituto Cervantes VLE. The evidence has been obtained through the triangulation of quantitative and qualitative methods recommended for researchers on self-regulation competence. From the analysis of the data obtained with the implementation of thirteen badges and a personal blog or e-portfolio, it can be concluded that they positively influence the motivation of trainee teachers, metacognitive development and learning planning, bounded by a context of discovery and interactive asynchronous learning. The challenge is twofold: on the one hand, to transfer this experience to the professional practice of online teaching and, by extension, to the scheduling of face-to- face classes; and on the other hand, to create a construct that describes how the role of the teacher and the student is redesigned in these active methodologies.
{"title":"Design-Based Research in e-learning: self-regulation competence in tutor training","authors":"Olga Juan-Lázaro, Manuel Area-Moreira","doi":"10.1109/JICV53222.2021.9600416","DOIUrl":"https://doi.org/10.1109/JICV53222.2021.9600416","url":null,"abstract":"The redesign of learning models in the digital society asks out teachers to experiment with pedagogical approaches called emergent or digital, among which are gamification, flipped classroom, mobile learning or e-portfolio. For this research we have followed the methodology named Design-Based Research, DBR, incorporating several transformative elements in the Virtual Learning Environment, VLE, for the training of online tutors. In this paper we present a study developed within the framework of the training of Spanish teachers as a second language through the Instituto Cervantes VLE. The evidence has been obtained through the triangulation of quantitative and qualitative methods recommended for researchers on self-regulation competence. From the analysis of the data obtained with the implementation of thirteen badges and a personal blog or e-portfolio, it can be concluded that they positively influence the motivation of trainee teachers, metacognitive development and learning planning, bounded by a context of discovery and interactive asynchronous learning. The challenge is twofold: on the one hand, to transfer this experience to the professional practice of online teaching and, by extension, to the scheduling of face-to- face classes; and on the other hand, to create a construct that describes how the role of the teacher and the student is redesigned in these active methodologies.","PeriodicalId":448299,"journal":{"name":"2021 XI International Conference on Virtual Campus (JICV)","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126291805","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 : 2021-09-30DOI: 10.1109/JICV53222.2021.9600371
Cynthia López Valerio
This article proposes a new method of implementing research active hotbeds with two important components such as innovation and entrepreneurship in computer engineering students considering a case study from Colombia and Costa Rica. The Active Research hotbeds is proposed as a tool to facilitate the generation of new ideas, solutions and proposals to resolve problems of the environment through an exchange of knowledge and a review of different topics between different Latin-American countries using active learning. In addition, a summary table is presented with the contents to be applied through the workshops and learning strategies and tools applied to the students who participated in the pilot plan.
{"title":"Hotbeds of Active Research as a tool to facilitate Entrepreneurship and Innovation during the COVID-19 Pandemic: The perspective from a pilot plan","authors":"Cynthia López Valerio","doi":"10.1109/JICV53222.2021.9600371","DOIUrl":"https://doi.org/10.1109/JICV53222.2021.9600371","url":null,"abstract":"This article proposes a new method of implementing research active hotbeds with two important components such as innovation and entrepreneurship in computer engineering students considering a case study from Colombia and Costa Rica. The Active Research hotbeds is proposed as a tool to facilitate the generation of new ideas, solutions and proposals to resolve problems of the environment through an exchange of knowledge and a review of different topics between different Latin-American countries using active learning. In addition, a summary table is presented with the contents to be applied through the workshops and learning strategies and tools applied to the students who participated in the pilot plan.","PeriodicalId":448299,"journal":{"name":"2021 XI International Conference on Virtual Campus (JICV)","volume":"67 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120940666","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 : 2021-09-30DOI: 10.1109/JICV53222.2021.9600324
Cecilia María Madero González, G. M. Hernández-Muñoz, Alma Elena Gutiérrez Leyton
This investigation uses Gamification as a strategy to increase engineering students' motivation in a virtual classroom during the COVID-19 pandemic. This case study used the ARCS (Attention, Relevance, Confidence, and Satisfaction) model to assess motivation in undergraduate engineering students when using Gamification. The results obtained show levels over 4 points of a Likert scale with a maximum value of 5 points. Finding that from the student's perceptive Gamification can help to increase their interest and motivation for the contents provided in a virtual classroom.
{"title":"The effect of gamification on motivation in a virtual classroom","authors":"Cecilia María Madero González, G. M. Hernández-Muñoz, Alma Elena Gutiérrez Leyton","doi":"10.1109/JICV53222.2021.9600324","DOIUrl":"https://doi.org/10.1109/JICV53222.2021.9600324","url":null,"abstract":"This investigation uses Gamification as a strategy to increase engineering students' motivation in a virtual classroom during the COVID-19 pandemic. This case study used the ARCS (Attention, Relevance, Confidence, and Satisfaction) model to assess motivation in undergraduate engineering students when using Gamification. The results obtained show levels over 4 points of a Likert scale with a maximum value of 5 points. Finding that from the student's perceptive Gamification can help to increase their interest and motivation for the contents provided in a virtual classroom.","PeriodicalId":448299,"journal":{"name":"2021 XI International Conference on Virtual Campus (JICV)","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130473459","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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