Forecasts suggest that artificial intelligence (AI) and robotics may ultimately substitute for a significant portion of the jobs presently available in the hospitality sector, imposing serious sustainability challenges for academia and industry. On the other hand, this transition has generated notable concerns regarding robotics, artificial intelligence, and service automation (RAISA) among hospitality and tourism students. The objective of this study is to examine the consequences of this trend: depression caused by RAISA (DCR), quiet quitting (QQ), and intention to quit school (ITQS). To collect the necessary data for the research objectives, we administered an online survey to full-time students in institutions affiliated with the Hospitality and Culinary Arts Alliance. Using partial least squares structural equation modeling, we evaluated our model. The study's findings asserted that concerns over RAISA (COR) are positively related to hospitality and tourism students' DCR, QQ, and ITQS. Additionally, DCR partially mediated the link between COR and the outcome variables. Several contributions to the theory and fruitful implications for higher educational institutions were discussed in the following.
预测表明，人工智能（AI）和机器人技术最终可能会取代目前酒店行业的很大一部分工作岗位，给学术界和工业界带来严重的可持续性挑战。另一方面，这种转变引起了酒店和旅游专业学生对机器人、人工智能和服务自动化（RAISA）的关注。本研究的目的是检验这一趋势的后果：由RAISA （DCR）、quiet quit （QQ）和intention to quit school （ITQS）引起的抑郁。为了收集研究目标所需的数据，我们对酒店与烹饪艺术联盟附属机构的全日制学生进行了在线调查。利用偏最小二乘结构方程模型对模型进行了评估。研究结果表明，对RAISA （COR）的关注与酒店和旅游专业学生的DCR、QQ和ITQS呈正相关。此外，DCR部分介导了COR与结果变量之间的联系。以下讨论了对该理论的一些贡献及其对高等教育机构的有益启示。
{"title":"Examining the effects of industry transition to robotics, artificial intelligence, and service automation on hospitality and tourism students’ critical outcomes: Quitting or quiet quitting?","authors":"Hamed Rezapouraghdam , Ali Ozturen , Mine Haktanir , Muaz Azinuddin","doi":"10.1016/j.jhlste.2025.100580","DOIUrl":"10.1016/j.jhlste.2025.100580","url":null,"abstract":"<div><div>Forecasts suggest that artificial intelligence (AI) and robotics may ultimately substitute for a significant portion of the jobs presently available in the hospitality sector, imposing serious sustainability challenges for academia and industry. On the other hand, this transition has generated notable concerns regarding robotics, artificial intelligence, and service automation (RAISA) among hospitality and tourism students. The objective of this study is to examine the consequences of this trend: depression caused by RAISA (DCR), quiet quitting (QQ), and intention to quit school (ITQS). To collect the necessary data for the research objectives, we administered an online survey to full-time students in institutions affiliated with the Hospitality and Culinary Arts Alliance. Using partial least squares structural equation modeling, we evaluated our model. The study's findings asserted that concerns over RAISA (COR) are positively related to hospitality and tourism students' DCR, QQ, and ITQS. Additionally, DCR partially mediated the link between COR and the outcome variables. Several contributions to the theory and fruitful implications for higher educational institutions were discussed in the following.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"37 ","pages":"Article 100580"},"PeriodicalIF":4.1,"publicationDate":"2025-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145319298","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-09-22DOI: 10.1016/j.jhlste.2025.100579
Jaime R. DeLuca , Samuel M. Clevenger , Molly Hayes Sauder
This article discusses qualitative research on student perceptions of a White male sport management instructor's pedagogical style teaching an undergraduate course on women, gender and sport. The instructor took intentional steps within the class to situate his identity as part of his effort to promote more critical, inclusive, and multicultural learning. Findings from the data demonstrated that the instructor's classroom style contributed to disrupting the documented “chilly climate” that often operates in the sport management discipline which can harm the learning opportunities for underrepresented students. Drawing on the conclusions presented, practical implications and suggestions for sport management educators are discussed.
{"title":"Countering a chilly climate with a chill style: Exploring instruction on gender in the sport management classroom","authors":"Jaime R. DeLuca , Samuel M. Clevenger , Molly Hayes Sauder","doi":"10.1016/j.jhlste.2025.100579","DOIUrl":"10.1016/j.jhlste.2025.100579","url":null,"abstract":"<div><div>This article discusses qualitative research on student perceptions of a White male sport management instructor's pedagogical style teaching an undergraduate course on women, gender and sport. The instructor took intentional steps within the class to situate his identity as part of his effort to promote more critical, inclusive, and multicultural learning. Findings from the data demonstrated that the instructor's classroom style contributed to disrupting the documented “chilly climate” that often operates in the sport management discipline which can harm the learning opportunities for underrepresented students. Drawing on the conclusions presented, practical implications and suggestions for sport management educators are discussed.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"37 ","pages":"Article 100579"},"PeriodicalIF":4.1,"publicationDate":"2025-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145108773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-09-19DOI: 10.1016/j.jhlste.2025.100578
Shawn Bucher , Sarah Castillo , Junehee Kwon
{"title":"Culinary Education vs. Experience: What chefs working in the industry think","authors":"Shawn Bucher , Sarah Castillo , Junehee Kwon","doi":"10.1016/j.jhlste.2025.100578","DOIUrl":"10.1016/j.jhlste.2025.100578","url":null,"abstract":"","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"37 ","pages":"Article 100578"},"PeriodicalIF":4.1,"publicationDate":"2025-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145099668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-09-18DOI: 10.1016/j.jhlste.2025.100576
Rebecca Bradburn , Erin Quinn , Zoe Avner , Nicola McCullogh , Rick Hayman , Karen Johns , Paul Cook , Daniel Peart , Paul Ansdell
This study aimed to identify gender gaps in enrolment and average grades on undergraduate sports degrees at a UK university. Data were retrospectively analysed over five years (1224 ± 57 students per year). On sports degrees, only 25–32 % of new students were women, whereas on physiotherapy 65 % of new students were women. Across all degree pathways, women consistently achieved 3–5 % higher average grades, which resulted in the average grade for women being one grade boundary higher than for men. These gendered gaps could contribute to discrepancies within the sport industries and should be considered by staff who teach and recruit on sports degrees.
{"title":"Identifying gender gaps on sports degrees: a retrospective case study","authors":"Rebecca Bradburn , Erin Quinn , Zoe Avner , Nicola McCullogh , Rick Hayman , Karen Johns , Paul Cook , Daniel Peart , Paul Ansdell","doi":"10.1016/j.jhlste.2025.100576","DOIUrl":"10.1016/j.jhlste.2025.100576","url":null,"abstract":"<div><div>This study aimed to identify gender gaps in enrolment and average grades on undergraduate sports degrees at a UK university. Data were retrospectively analysed over five years (1224 ± 57 students per year). On sports degrees, only 25–32 % of new students were women, whereas on physiotherapy 65 % of new students were women. Across all degree pathways, women consistently achieved 3–5 % higher average grades, which resulted in the average grade for women being one grade boundary higher than for men. These gendered gaps could contribute to discrepancies within the sport industries and should be considered by staff who teach and recruit on sports degrees.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"37 ","pages":"Article 100576"},"PeriodicalIF":4.1,"publicationDate":"2025-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145099532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-09-08DOI: 10.1016/j.jhlste.2025.100577
Leslie Garbarino , J. Michael Martinez , Chad S. Seifried , Mandy Barefoot
Given the importance and growth of the sport industry and its impact on a global scale, scholars have argued that sport management students have a need navigate a rapidly growing sport industry. Similarly, the management literatures in a variety of contexts propose the use of an entrepreneurial mindset (EM) as one way to promote this skill in higher education. In this view, the present paper seeks to advance an EM, operationalized as providing students with the opportunities for value-creation, and presents a rationale on how and why integrating an EM can be incorporated within sport management education. Building off Larsen's (2022) typology of EM, we present aspects of EM and how these can influence instructional strategies in sport management. Additionally, we offer potential practical applications for sport management programs and how this can be incorporated in a distributed approach, in which areas of added value could result from the inclusion of EM education.
{"title":"Entrepreneurial mindset education: Perspectives and applicability to the sport management curriculum","authors":"Leslie Garbarino , J. Michael Martinez , Chad S. Seifried , Mandy Barefoot","doi":"10.1016/j.jhlste.2025.100577","DOIUrl":"10.1016/j.jhlste.2025.100577","url":null,"abstract":"<div><div>Given the importance and growth of the sport industry and its impact on a global scale, scholars have argued that sport management students have a need navigate a rapidly growing sport industry. Similarly, the management literatures in a variety of contexts propose the use of an entrepreneurial mindset (EM) as one way to promote this skill in higher education. In this view, the present paper seeks to advance an EM, operationalized as providing students with the opportunities for value-creation, and presents a rationale on how and why integrating an EM can be incorporated within sport management education. Building off Larsen's (2022) typology of EM, we present aspects of EM and how these can influence instructional strategies in sport management. Additionally, we offer potential practical applications for sport management programs and how this can be incorporated in a distributed approach, in which areas of added value could result from the inclusion of EM education.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"37 ","pages":"Article 100577"},"PeriodicalIF":4.1,"publicationDate":"2025-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145009954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-09-05DOI: 10.1016/j.jhlste.2025.100575
Philippe Masset, Jean-Philippe Weisskopf
This article examines the impact of game-based learning on student learning in the context of a distance learning course in a hospitality school. During the course, two simulation games aligned to learning outcomes were used. Our data includes information on participation in the simulation, student feedback immediately after the simulation, their exam results and interviews conducted afterwards. Our results show that the games increased student interest and engagement, reduced the gap between online and face-to-face learning, and led to improved exam performance. The study also highlights the potential of game-based learning to adapt to different learning styles.
{"title":"Simulation games in hospitality finance: Enhancing engagement and learning during emergency remote teaching","authors":"Philippe Masset, Jean-Philippe Weisskopf","doi":"10.1016/j.jhlste.2025.100575","DOIUrl":"10.1016/j.jhlste.2025.100575","url":null,"abstract":"<div><div>This article examines the impact of game-based learning on student learning in the context of a distance learning course in a hospitality school. During the course, two simulation games aligned to learning outcomes were used. Our data includes information on participation in the simulation, student feedback immediately after the simulation, their exam results and interviews conducted afterwards. Our results show that the games increased student interest and engagement, reduced the gap between online and face-to-face learning, and led to improved exam performance. The study also highlights the potential of game-based learning to adapt to different learning styles.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"37 ","pages":"Article 100575"},"PeriodicalIF":4.1,"publicationDate":"2025-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144996801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-08-20DOI: 10.1016/j.jhlste.2025.100574
Stu Hayes , Georgia Holmes , Katlin Snyders
This reflective practice paper explores the potential of arts-based learning and assessment in tourism education, drawing on experiences from an undergraduate ecotourism course. Two student case studies illustrate how creative expression can support deeper engagement with complex and value-laden topics. The findings highlight how arts-based assessment fosters emotional connection, critical reflection, and a sense of agency among learners. Both the process and product of creative work offered students alternative ways to synthesize course content and express personal learning journeys. The paper argues that arts-based approaches have significant pedagogical value in tourism education.
{"title":"Exploring the potential of arts-based learning and assessment in tourism education","authors":"Stu Hayes , Georgia Holmes , Katlin Snyders","doi":"10.1016/j.jhlste.2025.100574","DOIUrl":"10.1016/j.jhlste.2025.100574","url":null,"abstract":"<div><div>This reflective practice paper explores the potential of arts-based learning and assessment in tourism education, drawing on experiences from an undergraduate ecotourism course. Two student case studies illustrate how creative expression can support deeper engagement with complex and value-laden topics. The findings highlight how arts-based assessment fosters emotional connection, critical reflection, and a sense of agency among learners. Both the process and product of creative work offered students alternative ways to synthesize course content and express personal learning journeys. The paper argues that arts-based approaches have significant pedagogical value in tourism education.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"37 ","pages":"Article 100574"},"PeriodicalIF":4.1,"publicationDate":"2025-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144866117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cultural expositions have evolved from static displays to dynamic experiential platforms that integrate immersive technologies, fostering innovation in event organizing and management. In the field of event organizing education, these expositions provide an ideal setting for exploring immersive teaching methods and experiential learning strategies. This study examines the role of AR as a pedagogical tool in event organizing training, focusing on its impact on learners' experiential value, perceived authenticity, satisfaction and skill development. To address gaps in existing research, this study conducted an 18-week quasi-experimental investigation involving 120 undergraduate and postgraduate learners enrolled in event organizing programs in Taiwan. The learners, representing diverse cultural backgrounds, were divided into two groups: an experimental group, which engaged in AR-based event simulations, and a control group, which received traditional lecture-based instruction. Results demonstrated that AR-enhanced training significantly improved learners’ engagement, practical competencies, and ability to design immersive audience experiences. These findings highlight the potential of AR to transform event organizing education by bridging theory with practice, fostering deeper learner engagement, and preparing future event professionals with the skills necessary for real-world applications. This study offers practical implications for event educators, organizers, and industry stakeholders, advocating for the integration of AR-driven experiential learning into event organizing curricula to align with evolving industry demands.
{"title":"Integrating augmented reality into event tourism education: Enhancing experiential value and authenticity","authors":"Yuan Ju , Yi-Ying Tsai , Sun-Yu Gao , Tai-liang Wu , Tzu-Lan Tseng","doi":"10.1016/j.jhlste.2025.100571","DOIUrl":"10.1016/j.jhlste.2025.100571","url":null,"abstract":"<div><div>Cultural expositions have evolved from static displays to dynamic experiential platforms that integrate immersive technologies, fostering innovation in event organizing and management. In the field of event organizing education, these expositions provide an ideal setting for exploring immersive teaching methods and experiential learning strategies. This study examines the role of AR as a pedagogical tool in event organizing training, focusing on its impact on learners' experiential value, perceived authenticity, <strong>satisfaction</strong> and skill development. To address gaps in existing research, this study conducted an 18-week quasi-experimental investigation involving 120 undergraduate and postgraduate learners enrolled in event organizing programs in Taiwan. The learners, representing diverse cultural backgrounds, were divided into two groups: an experimental group, which engaged in AR-based event simulations, and a control group, which received traditional lecture-based instruction. Results demonstrated that AR-enhanced training significantly improved learners’ engagement, practical competencies, and ability to design immersive audience experiences. These findings highlight the potential of AR to transform event organizing education by bridging theory with practice, fostering deeper learner engagement, and preparing future event professionals with the skills necessary for real-world applications. This study offers practical implications for event educators, organizers, and industry stakeholders, advocating for the integration of AR-driven experiential learning into event organizing curricula to align with evolving industry demands.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"37 ","pages":"Article 100571"},"PeriodicalIF":4.1,"publicationDate":"2025-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144841128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-07-29DOI: 10.1016/j.jhlste.2025.100572
Shu-Hao Chang , Su-Yen Chen , Chin-Han Chang
This study explores how university students perceive Generative AI (i.e., ChatGPT) potential to foster or hinder inclusion in sport education. Using an extended Technology Acceptance Model, the study examined factors such as perceived usefulness, ease of use, trust, novelty, and concerns. Survey data from 266 students revealed that trust and frequency of use predicted perceived opportunities for inclusion, while concerns and gender predicted perceived challenges. Two domain-specific constructs—opportunities for inclusion and challenges for inclusion in sport education—were developed and validated to capture this duality. Findings highlight the need for trust-building, inclusive practices, and gender-sensitive strategies in AI-supported education.
{"title":"Exploring opportunities and challenges toward ChatGPT for inclusion in sport education","authors":"Shu-Hao Chang , Su-Yen Chen , Chin-Han Chang","doi":"10.1016/j.jhlste.2025.100572","DOIUrl":"10.1016/j.jhlste.2025.100572","url":null,"abstract":"<div><div>This study explores how university students perceive Generative AI (i.e., ChatGPT) potential to foster or hinder inclusion in sport education. Using an extended Technology Acceptance Model, the study examined factors such as perceived usefulness, ease of use, trust, novelty, and concerns. Survey data from 266 students revealed that trust and frequency of use predicted perceived opportunities for inclusion, while concerns and gender predicted perceived challenges. Two domain-specific constructs—opportunities for inclusion and challenges for inclusion in sport education—were developed and validated to capture this duality. Findings highlight the need for trust-building, inclusive practices, and gender-sensitive strategies in AI-supported education.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"37 ","pages":"Article 100572"},"PeriodicalIF":4.1,"publicationDate":"2025-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144721282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-07-23DOI: 10.1016/j.jhlste.2025.100570
Kubra Asan , Jeremy Zwiegelaar
This study examines how recreation management students use digital leisure time and its impact on their psychology. The study aims to explain the effect of digital leisure use through social media engagement on students' psychological well-being. The theoretical model of the study was developed using Self-Determination Theory and the Uses & Gratifications framework. A survey was conducted among recreation management students at three different universities based on quantitative research methods. Structural equation modelling was applied to the 387 useable survey data obtained. According to the results, digital leisure use has a positive effect on psychological well-being. Social media engagement has a differential mediating effect in this relationship: affective social media engagement was found to mediate negatively, whereas cognitive and behavioural social media engagement mediated positively. Thus, although digital leisure use basically enhances psychological well-being, the role of social media engagement in this relationship varies. The results of this study provide important theoretical and practical insights and recommendations for tourism education. It also provides a better context for the factors that influence psychological well-being in the digital leisure space and how social media engagement can influence students.
{"title":"Digital leisure use and psychological well-being among recreation management students: The mediating role of social media engagement","authors":"Kubra Asan , Jeremy Zwiegelaar","doi":"10.1016/j.jhlste.2025.100570","DOIUrl":"10.1016/j.jhlste.2025.100570","url":null,"abstract":"<div><div>This study examines how recreation management students use digital leisure time and its impact on their psychology. The study aims to explain the effect of digital leisure use through social media engagement on students' psychological well-being. The theoretical model of the study was developed using Self-Determination Theory and the Uses & Gratifications framework. A survey was conducted among recreation management students at three different universities based on quantitative research methods. Structural equation modelling was applied to the 387 useable survey data obtained. According to the results, digital leisure use has a positive effect on psychological well-being. Social media engagement has a differential mediating effect in this relationship: affective social media engagement was found to mediate negatively, whereas cognitive and behavioural social media engagement mediated positively. Thus, although digital leisure use basically enhances psychological well-being, the role of social media engagement in this relationship varies. The results of this study provide important theoretical and practical insights and recommendations for tourism education. It also provides a better context for the factors that influence psychological well-being in the digital leisure space and how social media engagement can influence students.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"37 ","pages":"Article 100570"},"PeriodicalIF":4.8,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144686246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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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