Pub Date : 2023-04-25DOI: 10.1080/1475939X.2023.2201590
Katy Jordan
ABSTRACT In response to disruption to education during the COVID-19 pandemic, mobile phone-based messaging has emerged in some instances as an accessible, low-connectivity way of promoting interactivity. However, no recent reviews have been undertaken in relation to how social media and messaging apps can be used to effectively support education in low- and middle-income countries. In this scoping review, 43 documents were identified for inclusion, and three main thematic areas emerged: supporting student learning (including interacting with peers and other students, peer tutoring and collaborative learning; and interacting with teachers, through content delivery, teaching and assessment); teacher professional development (including structured support and prompts, and informal communities of practice); and supporting refugee education. The discussion and findings are both of practical use, to inform responses to the current pandemic and designing initiatives in the future, and will also be useful for advancing research in this expanding field.
{"title":"How can messaging apps, WhatsApp and SMS be used to support learning? A scoping review","authors":"Katy Jordan","doi":"10.1080/1475939X.2023.2201590","DOIUrl":"https://doi.org/10.1080/1475939X.2023.2201590","url":null,"abstract":"ABSTRACT In response to disruption to education during the COVID-19 pandemic, mobile phone-based messaging has emerged in some instances as an accessible, low-connectivity way of promoting interactivity. However, no recent reviews have been undertaken in relation to how social media and messaging apps can be used to effectively support education in low- and middle-income countries. In this scoping review, 43 documents were identified for inclusion, and three main thematic areas emerged: supporting student learning (including interacting with peers and other students, peer tutoring and collaborative learning; and interacting with teachers, through content delivery, teaching and assessment); teacher professional development (including structured support and prompts, and informal communities of practice); and supporting refugee education. The discussion and findings are both of practical use, to inform responses to the current pandemic and designing initiatives in the future, and will also be useful for advancing research in this expanding field.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41636976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-12DOI: 10.1080/1475939X.2023.2199016
Meihua Qian, D. M. Boyer, Qianyi Gao, Penelope Vargas, E. Mercer, Andrew Xianyong Wang
ABSTRACT Technology has been playing an increasingly important role in teaching and learning because of its capacity to increase students’ motivation and provide them with opportunities to explore and acquire new knowledge and skills. However, little is known regarding the effectiveness of using the digital interactive case-based instruction (CBI) approach to support teaching and learning. Hence, this study investigated the effectiveness of digital interactive CBI in supporting learning of behaviourism among 234 preservice teachers. The results indicated that digital interactive CBI was a useful tool for enhancing learning. Preservice teachers not only found the activity engaging, but also believed that it was helpful in deepening their understanding towards operant conditioning and improving their abilities to analyse and solve real-world problems. The detailed findings will provide helpful insights to teacher educators who are considering implementing CBI in teacher education programmes.
{"title":"Digital interactive case-based instruction: a useful tool to enhance preservice teacher education","authors":"Meihua Qian, D. M. Boyer, Qianyi Gao, Penelope Vargas, E. Mercer, Andrew Xianyong Wang","doi":"10.1080/1475939X.2023.2199016","DOIUrl":"https://doi.org/10.1080/1475939X.2023.2199016","url":null,"abstract":"ABSTRACT Technology has been playing an increasingly important role in teaching and learning because of its capacity to increase students’ motivation and provide them with opportunities to explore and acquire new knowledge and skills. However, little is known regarding the effectiveness of using the digital interactive case-based instruction (CBI) approach to support teaching and learning. Hence, this study investigated the effectiveness of digital interactive CBI in supporting learning of behaviourism among 234 preservice teachers. The results indicated that digital interactive CBI was a useful tool for enhancing learning. Preservice teachers not only found the activity engaging, but also believed that it was helpful in deepening their understanding towards operant conditioning and improving their abilities to analyse and solve real-world problems. The detailed findings will provide helpful insights to teacher educators who are considering implementing CBI in teacher education programmes.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2023-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47655025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-05DOI: 10.1080/1475939X.2023.2196281
Rafael Villena-Taranilla, Ramón Cózar-Gutiérrez, José Antonio González‐Calero, P. Diago
ABSTRACT Virtual Reality (VR) is an emerging technology with an increasing number of studies assessing its benefits in educational settings. However, there is a shortage of empirical studies aimed at evaluating the acceptance of this technology in primary education. The authors propose an extended version of the Technological Acceptance Model to examine students’ intention to use immersive VR. To this end, 111 fourth-graders completed a history teaching unit using immersive VR. Structural equation modelling was employed to assess causal relationships between six variables: prior knowledge, perceived attention, perceived utility, perceived ease of use, perceived enjoyment and attitude towards the use of immersive VR. The results indicate that students’ prior knowledge was not significant in explaining their intention to use immersive VR. However, perceived attention had a significant effect on this variable mediated through perceived utility. These results have important implications regarding the design and use of VR tools for educational purposes.
{"title":"An extended technology acceptance model on immersive virtual reality use with primary school students","authors":"Rafael Villena-Taranilla, Ramón Cózar-Gutiérrez, José Antonio González‐Calero, P. Diago","doi":"10.1080/1475939X.2023.2196281","DOIUrl":"https://doi.org/10.1080/1475939X.2023.2196281","url":null,"abstract":"ABSTRACT Virtual Reality (VR) is an emerging technology with an increasing number of studies assessing its benefits in educational settings. However, there is a shortage of empirical studies aimed at evaluating the acceptance of this technology in primary education. The authors propose an extended version of the Technological Acceptance Model to examine students’ intention to use immersive VR. To this end, 111 fourth-graders completed a history teaching unit using immersive VR. Structural equation modelling was employed to assess causal relationships between six variables: prior knowledge, perceived attention, perceived utility, perceived ease of use, perceived enjoyment and attitude towards the use of immersive VR. The results indicate that students’ prior knowledge was not significant in explaining their intention to use immersive VR. However, perceived attention had a significant effect on this variable mediated through perceived utility. These results have important implications regarding the design and use of VR tools for educational purposes.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41890027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-27DOI: 10.1080/1475939X.2023.2193194
J. Hardman, W. Lilley
ABSTRACT There is a significant body of research that indicates that the use of tablets to learn mathematics in elementary school motivates students to learn. Low mathematical attainment in international benchmarking tests of mathematics in South Africa led the authors to investigate the potential that the mobility of the tablet provided for children to learn how to reason using what Mercer called ‘exploratory’ talk, a form of dialogical interaction indicative of reasoning. In this article the authors investigate two grade 6 classrooms in two schools where students are learning mathematics using tablets. In this multiple case study, the authors videotaped children during mathematics lessons where they used tablets to solve mathematical problems, and the data were transcribed. Findings indicate that the tablets across both contexts facilitate what Mercer calls exploratory talk, which is indicative of reasoning and, therefore, learning.
{"title":"iLearn? Investigating dialogical interaction with tablets in mathematics lessons","authors":"J. Hardman, W. Lilley","doi":"10.1080/1475939X.2023.2193194","DOIUrl":"https://doi.org/10.1080/1475939X.2023.2193194","url":null,"abstract":"ABSTRACT There is a significant body of research that indicates that the use of tablets to learn mathematics in elementary school motivates students to learn. Low mathematical attainment in international benchmarking tests of mathematics in South Africa led the authors to investigate the potential that the mobility of the tablet provided for children to learn how to reason using what Mercer called ‘exploratory’ talk, a form of dialogical interaction indicative of reasoning. In this article the authors investigate two grade 6 classrooms in two schools where students are learning mathematics using tablets. In this multiple case study, the authors videotaped children during mathematics lessons where they used tablets to solve mathematical problems, and the data were transcribed. Findings indicate that the tablets across both contexts facilitate what Mercer calls exploratory talk, which is indicative of reasoning and, therefore, learning.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43757976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-24DOI: 10.1080/1475939X.2023.2192517
Daniele C. Martino, Nilofer C. Naqvi
ABSTRACT Despite the rising global prevalence of autism spectrum disorders (ASD), significant disparities in ASD knowledge persist worldwide. Professional development trainings are effective in increasing teacher knowledge of ASD; however, in-person trainings pose accessibility concerns for teachers in low- and middle-income countries. In sub-Saharan Africa, few teacher development opportunities exist and logistical barriers limit attendance, highlighting the need for a more accessible training modality. The present study used a pre-post-test methodology among general and special education teachers in urban Tanzania to evaluate the feasibility of a mobile phone-delivered training on ASD. Results indicated a robust 84% participation rate and high quiz scores across training modules. The benefits of using mobile phone technology in a low-resource setting are presented. As the first asynchronous ASD training developed and implemented among teachers in Tanzania, this study can guide future research that explores how best to increase ASD knowledge among community members using technology.
{"title":"Feasibility of a mobile phone training on autism spectrum disorders for teachers in Tanzania","authors":"Daniele C. Martino, Nilofer C. Naqvi","doi":"10.1080/1475939X.2023.2192517","DOIUrl":"https://doi.org/10.1080/1475939X.2023.2192517","url":null,"abstract":"ABSTRACT Despite the rising global prevalence of autism spectrum disorders (ASD), significant disparities in ASD knowledge persist worldwide. Professional development trainings are effective in increasing teacher knowledge of ASD; however, in-person trainings pose accessibility concerns for teachers in low- and middle-income countries. In sub-Saharan Africa, few teacher development opportunities exist and logistical barriers limit attendance, highlighting the need for a more accessible training modality. The present study used a pre-post-test methodology among general and special education teachers in urban Tanzania to evaluate the feasibility of a mobile phone-delivered training on ASD. Results indicated a robust 84% participation rate and high quiz scores across training modules. The benefits of using mobile phone technology in a low-resource setting are presented. As the first asynchronous ASD training developed and implemented among teachers in Tanzania, this study can guide future research that explores how best to increase ASD knowledge among community members using technology.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2023-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41350633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.1080/1475939X.2023.2184857
Haya A. Alajlan, Reem Alebaikan, Ahmad Almassaad
ABSTRACT This study identified appropriate pedagogy for computational thinking in K–12 computer education. The Delphi technique was employed to collect different views, ideas and opinions derived a consensus from a panel of 12 international experts through a series of questionnaires. The experts have various experiences in computer science, computer education and computational thinking. After three rounds of survey, the expert panel identified a total of 13 appropriate teaching/learning strategies to develop computational thinking skills in K–12 computer education distributed among the nine skills of computational thinking: eight strategies derived from the 12 teaching and learning strategies in the first draft of the Delphi survey questionnaire and five strategies suggested and agreed by the panel. This study demonstrated the importance of finding an appropriate pedagogy for computational thinking with a focus on K–12 computer education.
{"title":"Computational thinking in K–12 computer education: appropriate pedagogy","authors":"Haya A. Alajlan, Reem Alebaikan, Ahmad Almassaad","doi":"10.1080/1475939X.2023.2184857","DOIUrl":"https://doi.org/10.1080/1475939X.2023.2184857","url":null,"abstract":"ABSTRACT This study identified appropriate pedagogy for computational thinking in K–12 computer education. The Delphi technique was employed to collect different views, ideas and opinions derived a consensus from a panel of 12 international experts through a series of questionnaires. The experts have various experiences in computer science, computer education and computational thinking. After three rounds of survey, the expert panel identified a total of 13 appropriate teaching/learning strategies to develop computational thinking skills in K–12 computer education distributed among the nine skills of computational thinking: eight strategies derived from the 12 teaching and learning strategies in the first draft of the Delphi survey questionnaire and five strategies suggested and agreed by the panel. This study demonstrated the importance of finding an appropriate pedagogy for computational thinking with a focus on K–12 computer education.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48781662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-26DOI: 10.1080/1475939x.2023.2170952
Published in Technology, Pedagogy and Education (Vol. 32, No. 1, 2023)
发表于《技术、教育学与教育》(Vol. 32, No. 1, 2023)
{"title":"Reviewers in 2022","authors":"","doi":"10.1080/1475939x.2023.2170952","DOIUrl":"https://doi.org/10.1080/1475939x.2023.2170952","url":null,"abstract":"Published in Technology, Pedagogy and Education (Vol. 32, No. 1, 2023)","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2023-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138529162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-20DOI: 10.1080/1475939X.2023.2177720
J. Nuttall, Tonya Rooney, A. Gunn, E. J. White
ABSTRACT Thousands of early childhood education centres around the world use digital documentation platforms to report children’s learning. Yet there is little research into how these platforms are changing work practices in early childhood education. This pilot study tested the usefulness of cultural-historical activity theory to analyse work shadowing observations and follow-up interviews with seven teachers across four centres in Australia and New Zealand. The use of Leontiev’s ‘hierarchy of activity’ of operations, actions and motive objects was found to foreground two actions – tagging and monitoring – that connected basic technical operations with motives for the use of digital documentation platforms. The article reflects on the potential of this theory for future research in digital documentation in early childhood education, and suggests areas for further research, including the emergence of datafication in early childhood education as a new mode of governance of educators’ work.
{"title":"The impact of digital documentation platforms on early childhood educators’ work in Australia and New Zealand","authors":"J. Nuttall, Tonya Rooney, A. Gunn, E. J. White","doi":"10.1080/1475939X.2023.2177720","DOIUrl":"https://doi.org/10.1080/1475939X.2023.2177720","url":null,"abstract":"ABSTRACT Thousands of early childhood education centres around the world use digital documentation platforms to report children’s learning. Yet there is little research into how these platforms are changing work practices in early childhood education. This pilot study tested the usefulness of cultural-historical activity theory to analyse work shadowing observations and follow-up interviews with seven teachers across four centres in Australia and New Zealand. The use of Leontiev’s ‘hierarchy of activity’ of operations, actions and motive objects was found to foreground two actions – tagging and monitoring – that connected basic technical operations with motives for the use of digital documentation platforms. The article reflects on the potential of this theory for future research in digital documentation in early childhood education, and suggests areas for further research, including the emergence of datafication in early childhood education as a new mode of governance of educators’ work.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2023-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49592320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-17DOI: 10.1080/1475939X.2023.2176916
John Hill, Karen Smith
ABSTRACT Although higher education has engaged in blended learning since the early 1990s and its benefits are well catalogued, research often focuses on individual programmes and less on how institutions envision and engage with it to enhance learning and teaching. This article provides a pre-Covid 19 pandemic snapshot of cross-institutional UK policy and practice, through an interpretative, qualitative study of strategy documents and expert interviews. Findings show that while not prominent in pre-pandemic published institutional strategies, commitments to blended learning are expressed in terms of flexibility, inclusivity and accessibility, recognising the need for structures and support. Experts identify strategic leadership, governance structures, professional development and ongoing support as important requirements for large-scale adoption. The article concludes that blended learning, pre-pandemic, had not normalised. Post-pandemic, to normalise blended learning and support sustained widespread adoption, institutions should heed research literature recommendations and devise institutional visions that establish support, structure and shared strategy.
{"title":"Visions of blended learning: identifying the challenges and opportunities in shaping institutional approaches to blended learning in higher education","authors":"John Hill, Karen Smith","doi":"10.1080/1475939X.2023.2176916","DOIUrl":"https://doi.org/10.1080/1475939X.2023.2176916","url":null,"abstract":"ABSTRACT Although higher education has engaged in blended learning since the early 1990s and its benefits are well catalogued, research often focuses on individual programmes and less on how institutions envision and engage with it to enhance learning and teaching. This article provides a pre-Covid 19 pandemic snapshot of cross-institutional UK policy and practice, through an interpretative, qualitative study of strategy documents and expert interviews. Findings show that while not prominent in pre-pandemic published institutional strategies, commitments to blended learning are expressed in terms of flexibility, inclusivity and accessibility, recognising the need for structures and support. Experts identify strategic leadership, governance structures, professional development and ongoing support as important requirements for large-scale adoption. The article concludes that blended learning, pre-pandemic, had not normalised. Post-pandemic, to normalise blended learning and support sustained widespread adoption, institutions should heed research literature recommendations and devise institutional visions that establish support, structure and shared strategy.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48540986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-16DOI: 10.1080/1475939X.2023.2175719
Merav Hayak, O. Avidov-Ungar
ABSTRACT The qualitative research employed semi-structured interviews with 28 elementary school teachers to examine the types of knowledge they use to integrate digital game-based learning (DGBL) into their classrooms and the nature of their integration planning. The findings revealed that teachers use four types of knowledge: game knowledge, game technological knowledge, game pedagogical knowledge and game technological pedagogical content knowledge. Five integration planning stages were identified, with stages A–C concerning the process of game selection and stages D–E concerning the integration of games in the classroom. Most teachers plan DGBL integration into their classrooms using a structured approach that follows each stage in order, whereas some teachers adopt a flexible planning pattern that omits or reorders some stages. The types of knowledge teachers use at each DGBL integration planning stage were identified and will be relevant to teacher educators and to teachers seeking to better integrate DGBL into their practice.
{"title":"Knowledge and planning among teachers integrating digital game-based learning into elementary school classrooms","authors":"Merav Hayak, O. Avidov-Ungar","doi":"10.1080/1475939X.2023.2175719","DOIUrl":"https://doi.org/10.1080/1475939X.2023.2175719","url":null,"abstract":"ABSTRACT The qualitative research employed semi-structured interviews with 28 elementary school teachers to examine the types of knowledge they use to integrate digital game-based learning (DGBL) into their classrooms and the nature of their integration planning. The findings revealed that teachers use four types of knowledge: game knowledge, game technological knowledge, game pedagogical knowledge and game technological pedagogical content knowledge. Five integration planning stages were identified, with stages A–C concerning the process of game selection and stages D–E concerning the integration of games in the classroom. Most teachers plan DGBL integration into their classrooms using a structured approach that follows each stage in order, whereas some teachers adopt a flexible planning pattern that omits or reorders some stages. The types of knowledge teachers use at each DGBL integration planning stage were identified and will be relevant to teacher educators and to teachers seeking to better integrate DGBL into their practice.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48024302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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