Computers and Education Open最新文献

{"title":"Learning metabolism with virtual reality to optimize biochemistry education in the Spanish-speaking region","authors":"Rosa C. Lopez-Sanchez ,&nbsp;Ana G. Rodriguez-Mendoza ,&nbsp;Juan P. Nigenda-Alvarez ,&nbsp;Lizette S. Hernandez-Cardenas ,&nbsp;Luis M. Villela-Martinez ,&nbsp;Jose A. Hernandez-Hernandez","doi":"10.1016/j.caeo.2025.100326","DOIUrl":"10.1016/j.caeo.2025.100326","url":null,"abstract":"<div><div>Learning science is undoubtedly a challenge, considering that new generations have plenty external stimuli to overcome. Students are surrounded by digital experiences such as video games, animation and videos, etc., therefore, their way of learning has evolved to be more attached to visual and dynamic resources rather than to plain texts. Hence, the objective of this study was to design, implement, and evaluate a virtual reality environment as a microteaching mechanism for human metabolism, including the electron transport chain and oxidative phosphorylation. This was a pilot study used to evaluate the learning experience of a platform designed at our institution. The study included the design of Virtual Reality experience, the organization of activities and instructional design, and the evaluation of the knowledge acquired, as well as the students' perception of its usefulness. Nine groups of students from our institution's health entry programs, from different academic periods, were taught the electron transport chain and oxidative phosphorylation using Virtual Reality by different instructors. Their learning through Virtual Reality was compared to what they would have learned through 2D activities. The results showed that the level of knowledge increased significantly associated with the use of Virtual Reality compared to their traditional system (p&lt;0.00001). A high percentage of students (&gt;90%) found it beneficial to use Virtual Reality. The implementation of a Virtual Reality strategy for learning complex topics in metabolism provides a learning facilitator that students enjoy, promoting engagement, as it allows them to be transported to virtual scenarios in the actual \"digital world.\"</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"10 ","pages":"Article 100326"},"PeriodicalIF":5.7,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145926874","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}

{"title":"Student engagement with ChatGPT for educational tasks: Effects of inoculation training on verification intentions and behavior","authors":"Chi B. Vu,&nbsp;James J. Cummings,&nbsp;Daniel Y. Park","doi":"10.1016/j.caeo.2026.100335","DOIUrl":"10.1016/j.caeo.2026.100335","url":null,"abstract":"<div><div>Generative AI tools, especially ChatGPT, have become prevalent in education. Despite numerous benefits and convenience, potential risks such as hallucinations, misinformation, and limitations in advanced problem-solving underscore the need for inoculation training to safeguard students from these threats. International EFL students might be particularly vulnerable to the risks associated with ChatGPT due to their high demand for language and academic assistance, which can be provided through this tool. This study investigated whether an inoculation message would enhance students’ intentions to verify information provided by ChatGPT and encourage them to do so. The study employed a 2 (student status: domestic vs. international EFL) x 2 (inoculation status: inoculated vs. non-inoculated) x 2 (time: pre-test vs. post-test) mixed factorial design. This two-part study revealed that a generic inoculation message containing forewarnings prompted students to exhibit a higher level of caution when interacting with ChatGPT, as evidenced by their verification of ChatGPT-generated answers in the academic-source-summary task. Students who received inoculation training were more likely to verify the academic-source-summary task compared to those who did not receive the message. The inoculation intervention did not have a significant impact on their intentions to verify information provided by ChatGPT. The findings from this research provide educators, curriculum developers, and administrators with insights into improving and better delivering training programs tailored to different groups of students, helping them safely utilize generative AI tools.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"10 ","pages":"Article 100335"},"PeriodicalIF":5.7,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146038188","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}

{"title":"Beyond the hype – How higher education stakeholders view the benefits and concerns of generative AI for teaching, research, and administration","authors":"Niklas Humble ,&nbsp;Peter Mozelius","doi":"10.1016/j.caeo.2026.100381","DOIUrl":"10.1016/j.caeo.2026.100381","url":null,"abstract":"<div><div>Generative AI (GAI) is rapidly reshaping higher education, introducing both transformative opportunities and significant challenges across teaching, research, and administration. While GAI offers potential benefits, such as enhanced productivity, personalized learning, and automation of routine tasks, it also raises concerns about academic integrity, ethical governance, and organizational readiness. Understanding how stakeholders perceive these changes is essential for developing strategies that balance innovation with responsibility.</div><div>This study explores stakeholder perceptions of GAI through a SWOT analysis of 167 contributions collected via Padlet during webinars at two Swedish universities, attended by 152 higher education personnel. Thematic analysis revealed a nuanced landscape of views: strengths include capabilities for content creation, translation, and transcription, which can streamline workflows and support collaborations; weaknesses include inaccuracies, lack of system transparency, and user dependency, highlighting risks of misinformation and the need for advanced skills in and knowledge about AI tools; opportunities include supportive roles, outsourcing repetitive tasks, and partnering with AI for innovative teaching practices; while threats include destabilization of educational norms, ethical issues regarding data privacy and copyright, and organizational challenges such as workforce adaptation and brand reputation.</div><div>In addition to mapping SWOT themes, the study identifies stakeholder requests for clear institutional guidelines, targeted professional development, and allocation of time and resources to facilitate responsible adoption of generative AI. These insights inform the development of a novel Balanced Scorecard (BSC) framework, translating study findings into actionable strategies across four perspectives: student or customer, internal business, innovation and learning, and financial. By bridging stakeholder perceptions with strategic planning, this study contributes a practical roadmap for higher education institutions seeking to harness the benefits of GAI while mitigating associated risks. The proposed framework underscores the importance of aligning technological integration with ethical, pedagogical, and organizational considerations to ensure long-term value and trust in academia.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"10 ","pages":"Article 100381"},"PeriodicalIF":5.7,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148177773","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}

{"title":"Retraction notice to “The impact of generative AI on essay revisions and student engagement” [Computers and Education Open 9 (2025) 100249]","authors":"Noble Lo,&nbsp;Alan Wong,&nbsp;Sumie Chan","doi":"10.1016/j.caeo.2026.100355","DOIUrl":"10.1016/j.caeo.2026.100355","url":null,"abstract":"","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"10 ","pages":"Article 100355"},"PeriodicalIF":12.3,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148565827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing future workforce skills through remote practical training","authors":"Judith Nkechinyere Njoku ,&nbsp;Patience Chizoba Mba ,&nbsp;Senorpe Asem-Hiablie ,&nbsp;Daniel Dooyum Uyeh","doi":"10.1016/j.caeo.2026.100369","DOIUrl":"10.1016/j.caeo.2026.100369","url":null,"abstract":"<div><div>The coronavirus disease 2019 (COVID-19) pandemic accelerated the global shift to remote work, highlighting a critical need for robust digital training environments. This paper presents a remote internship program in artificial intelligence (AI) and machine learning (ML) designed as a computer-supported experiential learning model to equip learners, primarily based in Africa, with essential digital skills. Spanning three iteratively designed cohorts, the program utilized a suite of digital platforms to facilitate tool-mediated mentorship, collaborative coding, and asynchronous feedback. Employing a mixed-methods evaluation, this study investigates how digital learning environments and a dual mentorship model support advanced technical skill acquisition. The program demonstrated high completion rates and significant post-internship outcomes, with over half of the participants advancing to graduate school or securing technical roles. This paper discusses the program’s technology-mediated structure, cohort evolution, and lessons learned, offering reproducible insights into designing digital learning infrastructures for remote workforce development.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"10 ","pages":"Article 100369"},"PeriodicalIF":5.7,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148177767","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}

{"title":"Conceptualizing pre-service teachers' readiness for AI integration into teaching practices: An intelligent-TPACK approach","authors":"José Reyes-Rojas ,&nbsp;Brayan Díaz ,&nbsp;Camila Ruz-Reveco ,&nbsp;Angela Castro ,&nbsp;David Reyes-González","doi":"10.1016/j.caeo.2025.100320","DOIUrl":"10.1016/j.caeo.2025.100320","url":null,"abstract":"<div><div>Pre-service teachers can play a crucial role in integrating AI-based tools into the new educational landscape. However, there is a need to validate specialized instruments, apply current conceptualizations such as intelligent-TPACK, and address ethical issues, as pre-service teachers are often overlooked in the development of tools for AI integration. To address these gaps, we adapted a previously existing instrument designed for in-service teachers to measure pre-service teachers’ integration of AI within their training context. We conducted a quantitative cross-sectional survey with a total of 366 pre-service teachers to evaluate the adapted intelligent-TPACK instrument and examine participants' demographic characteristics related to the framework dimensions. Data analysis included a Confirmatory Factor Analysis to assess the factor model of the adapted instrument, followed by correlations to compare participant variables such as gender, type of university, and stage in the training program with the Intelligent-TPACK model factors. To investigate the differences among groups, the nonparametric ANCOVA test (Quade test) was utilized, enabling the control of covariates like age and academic progress level to ensure comparability across the dimensions of the Intelligent-TPACK model. Findings reveal a high fit of the Intelligent-TPACK model for pre-service teachers (CFI=0.997; TLI=0.997). The data also shows statistically significant effects related to academic progress level and type of institution, while factors -gender, geographic location, and type of major- did not demonstrate noteworthy differences. These results highlight key areas for future curriculum development and support for pre-service teachers in integrating AI education.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"10 ","pages":"Article 100320"},"PeriodicalIF":5.7,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145738834","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}

{"title":"LLM-generated formative feedback in education: A qualitative systematic literature review","authors":"Uwe Maier,&nbsp;Moritz Seibold,&nbsp;Christian Klotz","doi":"10.1016/j.caeo.2026.100374","DOIUrl":"10.1016/j.caeo.2026.100374","url":null,"abstract":"<div><div>Formative feedback is a central component of learning and a key feature of digital learning systems. Since late 2022, instruction-tuned large language models (LLMs) have enabled scalable generation of elaborated, formative feedback for text-based student assignments across domains. Existing reviews do not adequately reflect these developments. To address this gap, we conducted a qualitative systematic literature review following PRISMA guidelines, synthesizing evidence from 47 peer-reviewed empirical studies including 121 distinct research questions, published between 2022 and 2026. The review was guided by three research questions examining (1) theoretical framings and dominant research questions, (2) methodological and contextual characteristics, and (3) technological trends and empirical findings related to feedback quality, feedback processing, and learning outcomes. The reviewed literature is primarily grounded in formative feedback theory, self-regulated learning, feedback literacy, and human–AI interaction frameworks. Methodologically, studies are dominated by short-term experiments, quasi-experimental classroom studies, and expert evaluations of feedback quality, mostly situated in higher education. Technologically, most studies employ proprietary, pre-trained GPT-3.5 or GPT-4 models with context-enriched, role-based zero-shot prompting or few-shot prompting, while fine-tuned, open-source, and multi-agent approaches are beginning to emerge. Empirical findings indicate that LLM-generated formative feedback consistently outperforms no-feedback conditions and often improves revision quality, motivation, and short-term learning outcomes, sometimes approaching teacher feedback under well-designed prompting. However, recurring risks include hallucinations, over-positivity, and misclassification of student work. Emerging evidence suggests that instruction fine-tuning, grounding prompts in student artifacts, and teacher-in-the-loop oversight can mitigate these issues.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"10 ","pages":"Article 100374"},"PeriodicalIF":5.7,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148177791","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}

{"title":"Reimagining digital citizenship through postdigital ecosystems: a polylogue across contexts","authors":"Ottavia Trevisan ,&nbsp;Elizabeth Langran ,&nbsp;Rhonda Christensen ,&nbsp;Séverine Parent ,&nbsp;Yoshiko Goda ,&nbsp;Florence Michaux-Colin ,&nbsp;Megan Cotnam-Kappel ,&nbsp;Michelle Deschênes ,&nbsp;Alison Egan ,&nbsp;Eamon Costello ,&nbsp;Toshinori Saito","doi":"10.1016/j.caeo.2026.100380","DOIUrl":"10.1016/j.caeo.2026.100380","url":null,"abstract":"<div><div>This study examined the complexities of digital citizenship through a postdigital ecosystem lens, drawing on a polylogue methodology that brought together diverse perspectives across global, cultural, and institutional contexts. Using a collaboratively developed dataset of written respondent contributions, the study explored how postdigital citizenship education can be reimagined through three analytic lenses: tensions, opportunities, and ways forward. The analysis highlighted the relational and situated nature of digital citizenship and underscored how power, access, identity, agency, and technological infrastructures co-construct civic participation across learning environments. Tensions emerged through policy-practice disconnects, narrow curricula, persistent inequities in access and participation, and the contradictory role of digital technologies in educational ecosystems. Opportunities appeared in hybrid and entangled learning spaces, students’ everyday digital practices, and more relational and dialogic approaches to civic learning. The paper outlines ways forward through curricular transformation, lifelong and relational learning, equity-centered design and access, ecological and relational approaches to teaching and learning, and policy development that reflects sociotechnical complexity. Rather than starting from a singular model of digital citizenship, the study offers insights from a multi-voiced inquiry for expanding conceptual understandings of citizenship education, which is in turn reoriented as a dynamic, negotiated practice within postdigital entanglements. Implications for educational policy, research, and practice are offered.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"10 ","pages":"Article 100380"},"PeriodicalIF":5.7,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148241226","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}

{"title":"Unpacking ethics-domain of intelligent-TPACK scale in relation to in-service teachers’ trust and distrust","authors":"Ceren Ocak ,&nbsp;Secil Caskurlu","doi":"10.1016/j.caeo.2025.100321","DOIUrl":"10.1016/j.caeo.2025.100321","url":null,"abstract":"<div><div>This multiple case study explores how in-service teachers’ technical knowledge of artificial intelligence (AI) relates to their trust in using AI in educational contexts, and how this trust is shaped by their ethical perceptions. Framed within the Ethics dimension of the Intelligent-TPACK framework (Celik, 2023), this study focuses on four ethical constructs (i.e., transparency, fairness, accountability, and inclusiveness) as indicators of ethical AI and examines how teachers’ trust plays out in relation to these constructs. Data were drawn from written reflections of seven in-service teachers teaching across K-12 levels. These reflections were collected following their participation in a two-week, AI-focused online learning module designed to foster both technical and ethical understanding as part of a graduate-level computer science and instructional technology course. Findings suggest that without solid foundational technical knowledge, teachers often struggle to recognize how human decisions shape AI systems and outcomes. Moreover, the ethical constructs were found to be deeply interconnected and dynamic, with some constructs (e.g., fairness and accountability) often emerging together. In addition, while teachers frequently referred to fairness, inclusiveness, and accountability concerns, other ethical constructs such as transparency and human accountability in decision-making were not addressed nearly as often, emerging as areas that need greater attention in teacher education initiatives. Overall, these insights highlight the ways teachers’ classroom priorities influence how they interpret and engage with ethical considerations in AI, offering important implications for defining and operationalizing the Ethics dimension of Intelligent-TPACK in teacher education.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"10 ","pages":"Article 100321"},"PeriodicalIF":5.7,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145738939","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}

{"title":"Ubuntu-Ẹ̀kọ́ framework: A four-pillared critical-cultural-contextual-communal model for cultivating, educating and enhancing an AI-ready African workforce","authors":"Taiwo R. Feyijimi ,&nbsp;Viyon Dansu ,&nbsp;Ibukun O. Osunbunmi ,&nbsp;Isaac O. Elesemoyo ,&nbsp;Moses Olayemi ,&nbsp;Olukayode E. Apata ,&nbsp;Daniel O. Oyeniran","doi":"10.1016/j.caeo.2026.100372","DOIUrl":"10.1016/j.caeo.2026.100372","url":null,"abstract":"&lt;div&gt;&lt;div&gt;The rapid advancement of Artificial Intelligence (AI) presents a profound colonial paradox for the African continent. While offering transformative potential for education, the uncritical adoption of AI systems built on Western, individualistic definitions of intelligence risks perpetuating digital colonialism and enabling deep epistemological capture. This conceptual and theoretical manuscript argues that preparing Africa for an AI-driven future requires a fundamental paradigm shift: from the reactive pursuit of “workforce readiness” to the proactive establishment of &lt;strong&gt;Digital Sovereignty.&lt;/strong&gt; We deconstruct the dominant, functionalist definitions of AI and propose a new, decolonized conceptualization: &lt;strong&gt;AI as Augmented Collective Wisdom (ACW).&lt;/strong&gt; This reconceptualization, grounded in select African epistemologies, reframes AI as a socio-technical vehicle, encapsulated by the Yoruba proverb &lt;em&gt;“&lt;/em&gt;ò&lt;em&gt;we lẹsin ọ̀rọ̀”&lt;/em&gt; (a proverb is the horse of words), designed to carry, clarify, and enhance a community’s collective wisdom and ethical fabric.&lt;/div&gt;&lt;div&gt;To operationalize this, we introduce a novel theoretical lens: the &lt;strong&gt;Ubuntu-Ẹ̀kọ́ Framework for AI Workforce Readiness.&lt;/strong&gt; This model synthesizes the communal, relational ethics of Southern African Ubuntu (“I am because we are”) with the West African Yoruba educational philosophy of Ẹ̀kọ́ (Education), which redefines the goal of education as the cultivation of the Ọmọlúàbí – an individual of impeccable character, ethical grounding, and communal responsibility. Built on four interconnected pillars: &lt;em&gt;Critical Consciousness, Cultural Grounding, Contextual Responsiveness,&lt;/em&gt; and &lt;em&gt;Communal Capability Enhancement,&lt;/em&gt; the framework critically assesses the African educational ecosystem across K–12, Technical and Vocational Education and Training (TVET), and Higher Education sectors.&lt;/div&gt;&lt;div&gt;A key novel contribution is the Ẹ̀kọ́-Ọmọlúàbí Procedural Framework, a three-layered procedural template that systematically translates Yoruba moral and educational philosophy into a structured architecture for ethical AI governance, establishing &lt;em&gt;Ìwà Rere&lt;/em&gt; (good character) as the foundational design constraint, the Ẹ̀kọ́ holistic learning cycle (&lt;em&gt;Ímọ̀-Òye-Ọgbọń&lt;/em&gt;) as the implementation process, and Ọmọlúàbí as the terminal goal for both AI systems and their users. Drawing primarily on a structured synthesis of extant literature, policy documents, and philosophical analysis, the manuscript proposes a holistic competency model that prioritizes ethical character, critical agency, and collaborative problem-solving over purely technical skills.&lt;/div&gt;&lt;div&gt;This paper offers actionable recommendations for policymakers, educators, and researchers to build an equitable, sovereign, and sustainable AI future. Its central contribution is a fundamental re-theorization of AI through indigenous philosophies, offering a blueprint for aligning technological i","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"10 ","pages":"Article 100372"},"PeriodicalIF":5.7,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148177769","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}