The IEEE Education Society seeks annual nominations for student and professional awards that recognize our members for outstanding contributions in engineering education. Notable contributions to the scholarship of teaching and learning, the use of evidence-based practices in the classroom, and service to the engineering education profession all unite to enrich the way engineers are trained for their professional careers. We congratulate the winners of the 2023 awards.
{"title":"2023 IEEE Education Society Awards","authors":"","doi":"10.1109/TE.2024.3379716","DOIUrl":"https://doi.org/10.1109/TE.2024.3379716","url":null,"abstract":"The IEEE Education Society seeks annual nominations for student and professional awards that recognize our members for outstanding contributions in engineering education. Notable contributions to the scholarship of teaching and learning, the use of evidence-based practices in the classroom, and service to the engineering education profession all unite to enrich the way engineers are trained for their professional careers. We congratulate the winners of the 2023 awards.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 2","pages":"327-328"},"PeriodicalIF":2.6,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10495375","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140540919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"IEEE Transactions on Education Information for Authors","authors":"","doi":"10.1109/TE.2024.3375233","DOIUrl":"https://doi.org/10.1109/TE.2024.3375233","url":null,"abstract":"","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 2","pages":"C3-C3"},"PeriodicalIF":2.6,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10495377","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140540968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The 2023 IEEE Educational Activities Board (EAB), chaired by IEEE Educational Activities Vice President Rabab Ward, upon the recommendation of the EAB Awards and Recognition Committee (ARC) has named the recipients of the 2023 IEEE EAB Awards. EAB Awards recognize and honor individuals and organizations for major contributions to engineering and technical education. Awards are given for meritorious activities in accreditation, continuing education, educational innovation, pre-university education, service to the IEEE EAB, employee professional development, and informal education systems, as well as related achievements that advance the practice of engineering and engineering education.
{"title":"2023 IEEE Educational Activities Board Awards","authors":"","doi":"10.1109/TE.2024.3351028","DOIUrl":"https://doi.org/10.1109/TE.2024.3351028","url":null,"abstract":"The 2023 IEEE Educational Activities Board (EAB), chaired by IEEE Educational Activities Vice President Rabab Ward, upon the recommendation of the EAB Awards and Recognition Committee (ARC) has named the recipients of the 2023 IEEE EAB Awards. EAB Awards recognize and honor individuals and organizations for major contributions to engineering and technical education. Awards are given for meritorious activities in accreditation, continuing education, educational innovation, pre-university education, service to the IEEE EAB, employee professional development, and informal education systems, as well as related achievements that advance the practice of engineering and engineering education.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 2","pages":"329-332"},"PeriodicalIF":2.6,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10495376","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140540920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nurul Hazlina Noordin;Kamil Khalili Bin Haji Abdullah;Phuah Soon Eu
Contribution: This study presents an innovative experiential learning model utilizing an educational pico satellite kit as a tool for cultivating digital making skills. The distinct approach showcases a positive impact on students’ learning experiences and serves as a motivating force, offering valuable implications for engineering and technical education. Background: In response to the dynamic technological landscape and escalating demand for digital making skills, this research addresses the need for cutting-edge educational tools. The UMP STEM Cube, strategically designed to elevate hands-on learning in digital making, emerges as a promising applicable solution across diverse educational programs. Intended Outcomes: An experiential learning module that elevates digital making skills in engineering education, specifically focusing on programming competencies and proficiency in physical computing. This study conducts an evaluation of the UMP STEM Cube’s influence on experiential learning and skill development. Application Design: The instructional approach of employing the UMP STEM Cube aligns with Kolb’s Experiential Learning Theory. The modular design of the UMP STEM Cube bridges the theoretical–practical gap in digital making education, fostering a holistic and impactful learning experience. Findings: This study establishes a correlation between hands-on engagement with the UMP STEM Cube and a significant learning gain in programming competencies and physical computing skills among students. Participants’ positive perceptions, better competency in programming, and increased interest in digital making activities further emphasizes the efficacy of the UMP STEM Cube in fostering digital making skill sets.
{"title":"Assessing the Effectiveness of UMP STEM Cube as a Tool for Developing Digital Making Skill Sets","authors":"Nurul Hazlina Noordin;Kamil Khalili Bin Haji Abdullah;Phuah Soon Eu","doi":"10.1109/TE.2024.3376448","DOIUrl":"10.1109/TE.2024.3376448","url":null,"abstract":"Contribution: This study presents an innovative experiential learning model utilizing an educational pico satellite kit as a tool for cultivating digital making skills. The distinct approach showcases a positive impact on students’ learning experiences and serves as a motivating force, offering valuable implications for engineering and technical education. Background: In response to the dynamic technological landscape and escalating demand for digital making skills, this research addresses the need for cutting-edge educational tools. The UMP STEM Cube, strategically designed to elevate hands-on learning in digital making, emerges as a promising applicable solution across diverse educational programs. Intended Outcomes: An experiential learning module that elevates digital making skills in engineering education, specifically focusing on programming competencies and proficiency in physical computing. This study conducts an evaluation of the UMP STEM Cube’s influence on experiential learning and skill development. Application Design: The instructional approach of employing the UMP STEM Cube aligns with Kolb’s Experiential Learning Theory. The modular design of the UMP STEM Cube bridges the theoretical–practical gap in digital making education, fostering a holistic and impactful learning experience. Findings: This study establishes a correlation between hands-on engagement with the UMP STEM Cube and a significant learning gain in programming competencies and physical computing skills among students. Participants’ positive perceptions, better competency in programming, and increased interest in digital making activities further emphasizes the efficacy of the UMP STEM Cube in fostering digital making skill sets.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 6","pages":"857-867"},"PeriodicalIF":2.1,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140563337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Contribution: Reporting of students’ view on the use of preparatory sprint and virtual meetings, as well as on the workload effort in combination with coding artifacts in a Scrum-variant project-based course. Background: Scrum has been adopted to a large extent in Software Engineering (SE) courses. Relevant aspects have been examined in the literature, such as the overall course experience from the side of the instructors and the students, the challenges of adapting Scrum for the classroom and training on specific roles. Intended Outcomes: To design a course that allows students to come in contact with developing projects from the industry as would be performed in a company context using Scrum. The main aim was to document aspects of the students’ experience in this context (e.g., workload view in the framework of the team), which—together with the use of objective data, i.e., development artifacts—can assist in understanding students better. Application Design: Drawing upon the previous teaching experience, a Scrum-variant in a project-based SE course was designed, examining how students perceive it in relation to the following aspects: Scrum adaptations in the classroom, workload in the team. How these compare with the actual development work performed by students is also investigated. Findings: The results from two consecutive years of teaching the course (2020 and 2021), applying quantitative analysis on the data, show that students need some time to become productive and estimate user stories correctly but are aware of their development effort within the team.
{"title":"Students’ Perceptions on Adaptations and Workload Versus Artifacts in a Project-Based Scrum-Variant Course","authors":"Georgia M. Kapitsaki","doi":"10.1109/TE.2024.3397746","DOIUrl":"10.1109/TE.2024.3397746","url":null,"abstract":"Contribution: Reporting of students’ view on the use of preparatory sprint and virtual meetings, as well as on the workload effort in combination with coding artifacts in a Scrum-variant project-based course. Background: Scrum has been adopted to a large extent in Software Engineering (SE) courses. Relevant aspects have been examined in the literature, such as the overall course experience from the side of the instructors and the students, the challenges of adapting Scrum for the classroom and training on specific roles. Intended Outcomes: To design a course that allows students to come in contact with developing projects from the industry as would be performed in a company context using Scrum. The main aim was to document aspects of the students’ experience in this context (e.g., workload view in the framework of the team), which—together with the use of objective data, i.e., development artifacts—can assist in understanding students better. Application Design: Drawing upon the previous teaching experience, a Scrum-variant in a project-based SE course was designed, examining how students perceive it in relation to the following aspects: Scrum adaptations in the classroom, workload in the team. How these compare with the actual development work performed by students is also investigated. Findings: The results from two consecutive years of teaching the course (2020 and 2021), applying quantitative analysis on the data, show that students need some time to become productive and estimate user stories correctly but are aware of their development effort within the team.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 5","pages":"639-647"},"PeriodicalIF":2.1,"publicationDate":"2024-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141188314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article, student video visualization profiles are analyzed with two objectives: 1) to identify difficult sections in videos and 2) to predict student performance based on their video visualization profiles. For identifying critical sections in videos two novel indicators are proposed. The first one is designed to measure the complexity of the concept being described. The second proposal, identifies video sections that are more visually complex. For the first indicator, the average number of forward and backward passes are used. The higher the number of backward (forward) passes over a region, the more challenging (easy) the section is. For identifying sections with complex visuals, the number of pauses is recorded. Finally, the student performance prediction is carried out with the purpose of detecting the alignment between videos and their related questions. The results show that video visualization profiles are a good tool to identify video and question alignment.
{"title":"Video Visualization Profile Analysis in Online Courses","authors":"Gonzalo Martínez-Muñoz;Miguel Ángel Álvarez-Rodríguez;Estrella Pulido-Cañabate","doi":"10.1109/TE.2024.3396296","DOIUrl":"10.1109/TE.2024.3396296","url":null,"abstract":"In this article, student video visualization profiles are analyzed with two objectives: 1) to identify difficult sections in videos and 2) to predict student performance based on their video visualization profiles. For identifying critical sections in videos two novel indicators are proposed. The first one is designed to measure the complexity of the concept being described. The second proposal, identifies video sections that are more visually complex. For the first indicator, the average number of forward and backward passes are used. The higher the number of backward (forward) passes over a region, the more challenging (easy) the section is. For identifying sections with complex visuals, the number of pauses is recorded. Finally, the student performance prediction is carried out with the purpose of detecting the alignment between videos and their related questions. The results show that video visualization profiles are a good tool to identify video and question alignment.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 4","pages":"629-638"},"PeriodicalIF":2.1,"publicationDate":"2024-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10542108","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141188027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article aims to present the design of a GUI application that serves as an educational and analytical tool. The GUI application is intended for educational purposes, allowing users to learn about the linear and renewable energy sources. This GUI has been designed to explain, teach, and implement maximum power point tracking (MPPT) techniques that enable maximum power extraction from photovoltaic (PV) panels. Contribution: This study introduces a novel educational tool designed to enhance the understanding of different MPPT methods among engineering students. The GUI tool was implemented and utilized throughout a semester in the course named power electronic applications in power systems, specifically aimed at postgraduate level students. Background: Engineering students often encounter challenges in grasping advanced concepts, such as MPPT techniques, which are crucial for optimizing the performance of PV systems. Traditional teaching methods may not fully address the learning needs of students in this complex subject area. Research Question: How does the use of a GUI-based educational tool for MPPT techniques impact the learning outcomes and attitudes of engineering students in a postgraduate course? Methodology: The effectiveness of the GUI was assessed by comparing the performance of students who used this tool with those from the previous year who did not. The study involved a semester-long deployment of the tool in the power electronic applications in power systems course, with participation from students specializing in renewable energy engineering. Findings: Preliminary findings suggest an improvement in the performance of students using the PV-MPPT Lab compared to those from the previous year. The study also indicates positive student attitudes toward the GUI tool, highlighting its potential as an effective learning aid in engineering education.
{"title":"PV-MPPT Lab: A GUI-Based Education Tool for MPPT Techniques","authors":"Korhan Kayisli;Ruhi Zafer Caglayan;Ilhami Colak","doi":"10.1109/TE.2024.3373891","DOIUrl":"10.1109/TE.2024.3373891","url":null,"abstract":"This article aims to present the design of a GUI application that serves as an educational and analytical tool. The GUI application is intended for educational purposes, allowing users to learn about the linear and renewable energy sources. This GUI has been designed to explain, teach, and implement maximum power point tracking (MPPT) techniques that enable maximum power extraction from photovoltaic (PV) panels. Contribution: This study introduces a novel educational tool designed to enhance the understanding of different MPPT methods among engineering students. The GUI tool was implemented and utilized throughout a semester in the course named power electronic applications in power systems, specifically aimed at postgraduate level students. Background: Engineering students often encounter challenges in grasping advanced concepts, such as MPPT techniques, which are crucial for optimizing the performance of PV systems. Traditional teaching methods may not fully address the learning needs of students in this complex subject area. Research Question: How does the use of a GUI-based educational tool for MPPT techniques impact the learning outcomes and attitudes of engineering students in a postgraduate course? Methodology: The effectiveness of the GUI was assessed by comparing the performance of students who used this tool with those from the previous year who did not. The study involved a semester-long deployment of the tool in the power electronic applications in power systems course, with participation from students specializing in renewable energy engineering. Findings: Preliminary findings suggest an improvement in the performance of students using the PV-MPPT Lab compared to those from the previous year. The study also indicates positive student attitudes toward the GUI tool, highlighting its potential as an effective learning aid in engineering education.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 3","pages":"453-461"},"PeriodicalIF":2.6,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140312131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Contribution: This article presents a Mars Exploration Control Virtual Simulation Experiment Platform (MEC-vslab), which aims to address the current challenge of limited integration between control engineering education and engineering practice. MEC-vslab is oriented toward the practical needs of Mars exploration engineering. It offers unparalleled advantages by transcending temporal and spatial restrictions and has been applied to several basic control engineering curriculums.Background: Owing to the limited applicability of conventional control engineering education in practical engineering, students encounter difficulties in connecting theoretical knowledge with real-world application scenarios. Due to the impact of environmental complexity and conditional limitations, teaching laboratories cannot realistically reproduce aerospace engineering application environments and problems, making it difficult to develop students’ ability to solve unknown engineering problems.Intended Outcomes: MEC-vslab facilitates students in acquiring comprehensive control knowledge, encompassing Mars rovers and drones’ dynamics modeling, controller design, and parameter configuration for strongly coupled systems. By engaging with this virtual simulation platform, students develop a profound understanding of cutting-edge control engineering principles, augmenting their proficiency in employing control theory to address practical engineering challenges.Application Design: MEC-vslab as a part of the control-related theoretical curriculum, it encompasses three stages. By completing these stages in succession, students are able to apply their theoretical knowledge toward solving practical engineering problems in a virtual setting.Findings: The analysis based on positive student feedback as well as their learning behavior and questionnaire research that the MEC-vslab is an effective learning tool to integrate control engineering education with high-precision engineering practice needs.
{"title":"A Mars Exploration Control Virtual Simulation Experiment Platform for Engineering Practice in Control Engineering Education","authors":"Zeyu Wang;Yixin Liu;Lingling Wang;Li Fu","doi":"10.1109/TE.2024.3392332","DOIUrl":"10.1109/TE.2024.3392332","url":null,"abstract":"Contribution: This article presents a Mars Exploration Control Virtual Simulation Experiment Platform (MEC-vslab), which aims to address the current challenge of limited integration between control engineering education and engineering practice. MEC-vslab is oriented toward the practical needs of Mars exploration engineering. It offers unparalleled advantages by transcending temporal and spatial restrictions and has been applied to several basic control engineering curriculums.Background: Owing to the limited applicability of conventional control engineering education in practical engineering, students encounter difficulties in connecting theoretical knowledge with real-world application scenarios. Due to the impact of environmental complexity and conditional limitations, teaching laboratories cannot realistically reproduce aerospace engineering application environments and problems, making it difficult to develop students’ ability to solve unknown engineering problems.Intended Outcomes: MEC-vslab facilitates students in acquiring comprehensive control knowledge, encompassing Mars rovers and drones’ dynamics modeling, controller design, and parameter configuration for strongly coupled systems. By engaging with this virtual simulation platform, students develop a profound understanding of cutting-edge control engineering principles, augmenting their proficiency in employing control theory to address practical engineering challenges.Application Design: MEC-vslab as a part of the control-related theoretical curriculum, it encompasses three stages. By completing these stages in succession, students are able to apply their theoretical knowledge toward solving practical engineering problems in a virtual setting.Findings: The analysis based on positive student feedback as well as their learning behavior and questionnaire research that the MEC-vslab is an effective learning tool to integrate control engineering education with high-precision engineering practice needs.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 4","pages":"610-619"},"PeriodicalIF":2.1,"publicationDate":"2024-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141151603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Yung Po Tsang;Carman Ka Man Lee;Chun Ho Wu;Yanlin Li
Contribution: This research explores the effectiveness of a proposed teaching strategy in blockchain education, finding that it enhances learning outcomes, cognitive well-being, and student engagement in tertiary education, ultimately resulting in a shallower learning curve for STEM knowledge.Background: In the context of Industry 4.0, blockchain technology has emerged as a key driver of transformation in data management and system automation across a range of industrial applications. Despite its significance, the intricate theories and concepts associated with blockchain often serve as a deterrent for novice learners, inhibiting their ability to appreciate the value of industrial blockchain. Consequently, there is a pressing need to develop interactive teaching content that alleviates the steep learning curve.Intended Outcomes: The teaching strategy for the gamification in blockchain education is proposed, which positively influence students’ cognitive well-being in terms of knowledge retention, cognitive curiosity, and heightened enjoyment.Application Design: Based on the experimental learning theory, the gamification of blockchain education, namely “BlockTrainHK”, is implemented in the experimental learning cycle. Therefore, the gamified learning in experimental learning (GEL) strategy is proposed to examine the effectiveness of concrete experience, reflective observation, abstract conceptualization and active experimentation by two case studies.Findings: The results of the two-year study on the gamified blockchain education are encouraging: test groups using the GEL strategy were better in the cognitive well-being, and students’ cognitive well-being is positively proportional to the level of individual technical knowledge and skills.
{"title":"Gamified Blockchain Education in Experiential Learning: An Analysis of Students’ Cognitive Well-Being","authors":"Yung Po Tsang;Carman Ka Man Lee;Chun Ho Wu;Yanlin Li","doi":"10.1109/TE.2024.3395617","DOIUrl":"10.1109/TE.2024.3395617","url":null,"abstract":"Contribution: This research explores the effectiveness of a proposed teaching strategy in blockchain education, finding that it enhances learning outcomes, cognitive well-being, and student engagement in tertiary education, ultimately resulting in a shallower learning curve for STEM knowledge.Background: In the context of Industry 4.0, blockchain technology has emerged as a key driver of transformation in data management and system automation across a range of industrial applications. Despite its significance, the intricate theories and concepts associated with blockchain often serve as a deterrent for novice learners, inhibiting their ability to appreciate the value of industrial blockchain. Consequently, there is a pressing need to develop interactive teaching content that alleviates the steep learning curve.Intended Outcomes: The teaching strategy for the gamification in blockchain education is proposed, which positively influence students’ cognitive well-being in terms of knowledge retention, cognitive curiosity, and heightened enjoyment.Application Design: Based on the experimental learning theory, the gamification of blockchain education, namely “BlockTrainHK”, is implemented in the experimental learning cycle. Therefore, the gamified learning in experimental learning (GEL) strategy is proposed to examine the effectiveness of concrete experience, reflective observation, abstract conceptualization and active experimentation by two case studies.Findings: The results of the two-year study on the gamified blockchain education are encouraging: test groups using the GEL strategy were better in the cognitive well-being, and students’ cognitive well-being is positively proportional to the level of individual technical knowledge and skills.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 4","pages":"620-628"},"PeriodicalIF":2.1,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141151554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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