Future in Educational Research最新文献

{"title":"Effect of virtual simulation supported museum-based learning on primary school students' multidisciplinary knowledge acquisition, learning motivation, critical thinking, creativity, and problem-solving skills in C-STEAM courses","authors":"Lixia Luo,&nbsp;Wenyao Shen,&nbsp;Qi Ye,&nbsp;Zehui Zhan,&nbsp;Wenkai Lin","doi":"10.1002/fer3.70006","DOIUrl":"https://doi.org/10.1002/fer3.70006","url":null,"abstract":"<p>The purpose of this study was to investigate the effects of virtual simulation-supported museum-based learning (VSS-MBL) versus a traditional classroom on students' multidisciplinary knowledge acquisition, learning motivation, critical thinking, creativity, and problem-solving skills in C-STEAM courses. We invited 112 primary school students to participate in a series of C-STEAM lessons in both VSS-MBL (58 students) and traditional classroom settings (54 students). Students were able to interact with exhibits during their museum visit using virtual simulation technology, such as watching shadow play using AR and applying VR to draw personalized face paintings. Repeated ANOVA results showed that VSS-MBL had a more significant impact on learning motivation, critical thinking, creativity, and problem-solving skills than students learning in a traditional classroom setting. However, the significant effect on multidisciplinary knowledge acquisition was not as significant as learning in a traditional classroom environment, and there was no significant change in engineering knowledge. This study further discusses the reasons for this and provides scientific guidance for primary schools wishing to integrate C-STEAM education into their museums.</p>","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"3 2","pages":"259-281"},"PeriodicalIF":0.0,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.70006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144309187","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":"A comparison of the effects of AI-based chatbots and peer interactions on speaking anxiety among EFL learners","authors":"Meltem Ballıdağ,&nbsp;Selami Aydın","doi":"10.1002/fer3.70005","DOIUrl":"https://doi.org/10.1002/fer3.70005","url":null,"abstract":"<p>Although speaking anxiety plays a significant role in English as a foreign language (EFL) learning, research indicates that English speaking anxiety stands out as a crucial problem that EFL learners experience. Integrating technology into the EFL contexts may help learners significantly, and artificial intelligence-based (AI-based) chatbots may create many speaking opportunities for them which can help them reduce their speaking anxiety. Nevertheless, there have been a fairly limited number of studies investigating the impact of AI-based chatbots on reducing EFL learners' speaking anxiety. This study aims to unveil the probable effects of AI-based chatbots on speaking anxiety. It also aims to compare traditional speaking tasks and AI-based chatbot speaking tasks in terms of decreasing speaking anxiety. This quasi-experimental study gathered data from 44 university preparatory students in a Turkish state university via a background questionnaire and the Turkish version of the Foreign Language Classroom Anxiety Scale. The findings demonstrated that the AI-based chatbot speaking tasks do not significantly reduce learners' anxiety. However, traditional speaking activities with peers in the classroom significantly decrease speaking anxiety. It was recommended that teachers should not depend on AI-based chatbots excessively by also being conscious of the potential benefits of traditional speaking tasks.</p>","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"3 2","pages":"224-238"},"PeriodicalIF":0.0,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.70005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144308626","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":"From clicks to crisis: A systematic review of stressors faced by higher education students studying online","authors":"John Mingoia,&nbsp;Erin Skinner,&nbsp;Lauren Conboy,&nbsp;Laura Engfors,&nbsp;Brianna Le Busque","doi":"10.1002/fer3.70001","DOIUrl":"https://doi.org/10.1002/fer3.70001","url":null,"abstract":"<p>It is well established that most higher education students experience stress, stemming from a range of factors such as exams, time demands, and financial pressure. Given the rising number of students completing their tertiary studies online, identifying stressors faced by the growing online student cohort is important. Therefore, a systematic review was undertaken to identify and consolidate what the key stressors experienced by online higher education students are. This review analyzed 68 articles published in English between 2001 and 2022, retrieved from three databases: ERIC, Web of Science, and PsycINFO. The review found that online university experience a range of stressors, including challenges related to course delivery, technology access, online communication, home learning environments, peer relationships, motivation, and assessments. Strategies to mitigate these stressors include improving course design with engaging and interactive contents, providing technological support and digital literacy training, fostering peer connections through structured interactions, and offering flexible assessments tailored to online contexts. These findings underscore the importance of considering the unique stressors experienced by online students and highlight the need to develop interventions to mitigate these stressors when designing and delivering online courses.</p>","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"3 2","pages":"239-258"},"PeriodicalIF":0.0,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.70001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144308657","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":"Profiling second language writing teachers: Discourses from the published literature","authors":"Shulin Yu","doi":"10.1002/fer3.70000","DOIUrl":"https://doi.org/10.1002/fer3.70000","url":null,"abstract":"<p>In L2 writing education, the topic of L2 writing teachers, who play critical roles in nurturing and shaping students' L2 writing abilities across diverse educational and social contexts, has received proliferating research attention over the past decades. Despite the accumulated studies in the investigation of L2 writing teachers, nonexistent studies have provided a holistic and comprehensive picture of L2 writing teachers in terms of their unique identities and complex experiences of teaching and learning to teach (Hirvela &amp; Belcher, 2007; Lee, 2010). Therefore, this position paper reports discourses from the published literature on L2 writing teachers by addressing the ten key questions in this area, respectively, on L2 writing teachers' roles, beliefs and perspectives, identities, writing teaching, feedback giving, assessment, received education, and expertise development. These ten questions respond to the “what” in L2 writing teachers (such as roles, identity, and beliefs), and the “how” of L2 writing teachers, including how they instruct, provide feedback, assess, and develop professional expertise. This conceptual paper sheds light on multiple dimensions of L2 writing teachers to reveal a holistic and comprehensive picture of L2 writing teachers in terms of their beliefs, practices, and experiences of teaching and learning to teach.</p>","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"3 2","pages":"207-223"},"PeriodicalIF":0.0,"publicationDate":"2025-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.70000","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144309120","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":"Creative approaches for 21st-century Science, Technology, Engineering, and Mathematics teacher education: From theory to practice to policy","authors":"Marina Milner-Bolotin,&nbsp;Dragana Martinovic","doi":"10.1002/fer3.70","DOIUrl":"https://doi.org/10.1002/fer3.70","url":null,"abstract":"&lt;p&gt;This special issue addresses two crucial questions that teacher educators have been grappling with for nearly half a century: What qualities, attitudes, and skills should be nurtured in Science, Technology, Engineering, and Mathematics (STEM) teachers during their education (Ben-David Kolikant et al., &lt;span&gt;2020a&lt;/span&gt;, &lt;span&gt;2020b&lt;/span&gt;)? Additionally, how can we effectively connect research, practice, and policy in STEM teacher education to incorporate innovative 21st-century approaches? The authors contributing to this special issue aimed to explore creative strategies and programs for STEM teacher preparation and professional development, made possible by the advancements in educational technology, STEM education research, and our evolving understanding of student engagement in STEM learning.&lt;/p&gt;&lt;p&gt;However, achieving these goals means overcoming the challenges, such as (a) breaking away from subject silos to recognize interconnections between STEM fields; (b) collaborating with colleagues across diverse disciplines; (c) developing authentic curricula that seamlessly integrate elements from various STEM areas; (d) understanding and incorporating different epistemologies into teaching practices; (e) encouraging divergent thinking among students; (f) increasing awareness among policymakers; and (g) ensuring funds for new initiatives.&lt;/p&gt;&lt;p&gt;Despite the growing interest in STEM education, teacher preparation and professional development remain compartmentalized, leaving many educators with limited training in different STEM subjects and their effective integration (Krushelnycky &amp; Karrow, in this volume). As a result, the implementation of STEM courses and curricula varies significantly worldwide, reflecting different national and local education policies. Consequently, teacher education programs and school curricula differ in their approach to integrating STEM disciplines: Some follow a more traditional model, offering separate courses for each subject—often referred to as the ‘S.T.E.M. approach’. In contrast, others adopt multidisciplinary, interdisciplinary, or transdisciplinary methods, enabling students to draw on knowledge and skills from multiple disciplines to tackle real-world problems (Martinovic &amp; Milner-Bolotin, &lt;span&gt;2022&lt;/span&gt;). This variation highlights the complexity and challenges of embedding STEM education within existing educational frameworks.&lt;/p&gt;&lt;p&gt;While it is evident that nations need ‘teachers and educators who are able to successfully teach foundational STEM knowledge and skills in an integrated and inspirational manner’ (Siekmann, &lt;span&gt;2016&lt;/span&gt;, p. 3), achieving this goal is far from simple. It is even more challenging to ensure that new STEM curricula are built on a solid foundation of subject-matter knowledge and grounded in STEM education research (Milner-Bolotin, &lt;span&gt;2018a&lt;/span&gt;). Consequently, teachers and teacher educators across the globe face significant pressure as they navigate these largely ","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"3 1","pages":"5-12"},"PeriodicalIF":0.0,"publicationDate":"2025-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.70","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143740987","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":"Empowering young minds: The future of computational thinking and AI education in early childhood","authors":"Weipeng Yang,&nbsp;Jiahong Su,&nbsp;Hui Li","doi":"10.1002/fer3.69","DOIUrl":"https://doi.org/10.1002/fer3.69","url":null,"abstract":"&lt;p&gt;Empowering young minds in today's rapidly evolving technological landscape is crucial for preparing the next generation to confront and embrace the challenges posed by this new era. Central to this mission is the integration of Computational Thinking (CT) within early childhood education, where a focus on understanding technologies, honing problem-solving skills, and fostering positive ways of thinking can shape future innovators. CT, which encompasses essential concepts, practices, and perspectives (Brennan &amp; Resnick, &lt;span&gt;2012&lt;/span&gt;), is emerging as the new literacy in the age of Artificial Intelligence (AI) (Celik, &lt;span&gt;2023&lt;/span&gt;). By embedding CT into early curricula, we can cultivate critical skills in children that enable them to think algorithmically and adapt to technological advancements. Furthermore, creating learning environments that prioritize collaboration and creativity—utilizing technology as a tool for active engagement rather than passive consumption—will help children develop a mindset that not only adapts to change but also drives it. In this way, early childhood education can empower young minds to thrive in a future where technological fluency is essential, ultimately fulfilling the promise of a dynamic, tech-savvy society. Therefore, this special issue presents a couple of cutting-edge studies that examine the current status of early AI and CT education and pave the way for future studies.&lt;/p&gt;&lt;p&gt;The integration of AI into early childhood education is ushering in a transformative era for educational practices and pedagogies (Su &amp; Yang, &lt;span&gt;2022&lt;/span&gt;). In this collection, Berson and Berson (&lt;span&gt;2024&lt;/span&gt;) explore this paradigm shift by examining the interplay between AI, historical imagery, and children's creativity through the use of an AI-powered painting tool called &lt;i&gt;CultureCraft&lt;/i&gt;. Grounded in constructionist theory and the multimodality of digital play, their research investigates how such technologies can democratize access to cultural heritage resources while promoting children's creative expression, inquiry-based learning, and critical thinking skills. Utilizing a design-based research approach, the study engaged 20 preschool classrooms to assess how the incorporation of &lt;i&gt;CultureCraft&lt;/i&gt; could enhance teacher-child interactions and learning experiences. The iterative phases of the research—including initial training, implementation, observation, and feedback—highlight the importance of a collaborative and adaptable framework for introducing educational technology in early childhood contexts.&lt;/p&gt;&lt;p&gt;In tandem with these findings, also in this collection, Yim and Wegerif (&lt;span&gt;2024&lt;/span&gt;) address an essential yet often overlooked aspect: teachers' perceptions and acceptance of AI educational tools designed to teach AI literacy to young students. Employing the Technology Acceptance Model, Yim and Wegerif (&lt;span&gt;2024&lt;/span&gt;) conducted a mixed-methods study surveying 57 teachers to gauge the","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"2 4","pages":"312-317"},"PeriodicalIF":0.0,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.69","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143252173","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":"Expanding Teacher's technological, pedagogical, and content knowledge with funds of knowledge: An exploratory STEM professional development model using video creation workshops","authors":"Gerald Tembrevilla,&nbsp;Marina Milner-Bolotin","doi":"10.1002/fer3.67","DOIUrl":"https://doi.org/10.1002/fer3.67","url":null,"abstract":"<p>Recent initiatives in the Philippines have underscored the significance of 21st-century approaches to preparing K-12 STEM public teachers to embrace technology-enhanced pedagogies. This case study, part of a larger investigation, employed portraiture methodology to examine one science teacher's growth in technological, pedagogical, and content knowledge (TPACK) while integrating students' funds of knowledge (FoK) in a 4-week science video creation workshop. The workshop trained the teacher as a learning doctor to diagnose teaching and learning impediments during pre- to post-video production. Data included the teacher's pre- to post-production video creation experience, reflections, and individual interviews. Findings indicated: (a) a gradual growth from a self-assessed detached TPACK to an expanded TPACK, (b) concrete FoK integration, which served as a bridge to widen the teacher's TPACK, and (c) effective science video creation workshop, viewed through the lens of a science teacher as a learning doctor, offered explicit scaffolding to address teaching and learning impediments during video creation. The findings suggest that science video creation workshops represent an exploratory and innovative model for deliberate professional development (PD) in STEM education, particularly for teachers in rural areas. This model highlights the relevance of research integrating FoK and TPACK and offers a new approach to enhancing teachers' TPACK. The findings have potential implications for advancing PD for rural science teachers in the Philippines and STEM educators in rural areas globally, emphasizing the value of rural schools as centers for relevant pedagogical innovation in STEM education.</p>","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"3 1","pages":"127-145"},"PeriodicalIF":0.0,"publicationDate":"2024-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.67","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143740985","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":"Good luck have fun: The need for video game pedagogy in teacher education","authors":"Tasha Richardson","doi":"10.1002/fer3.68","DOIUrl":"https://doi.org/10.1002/fer3.68","url":null,"abstract":"<p>In education, the shift to emergency remote teaching found teachers working to increase student engagement in the online environment while still relying on face-to-face pedagogical approaches in the absence of sufficient Professional Development opportunities (DeCoito &amp; Estaiteyeh, 2022). In response to the growing interest in video games in education, this article reconsiders the data collected for a single case of primary/junior preservice teachers (PTs) enrolled in a science education methods classroom to answer (a) How can video games be used as a learning object in a teacher education program? (b) How does using a video game in a science education class impact PTs' intent and understanding of using video games in their future classroom? (c) How PTs can be supported to understand how video games can be used? Results found video games acted as significant springboards for learning as PTs worked together to make meaning of STEM and reflected—both during and after gameplay—on video game use with their future students. Additionally, exposure to digital game-based learning increased both intent and confidence of using video games as deep learning objects for their future classrooms. Recommendations and implications are discussed regarding the introduction and integration of video games in a teacher education program.</p>","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"3 1","pages":"167-186"},"PeriodicalIF":0.0,"publicationDate":"2024-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.68","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143741342","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":"Teachers' perceptions, attitudes, and acceptance of artificial intelligence (AI) educational learning tools: An exploratory study on AI literacy for young students","authors":"Iris Heung Yue Yim,&nbsp;Rupert Wegerif","doi":"10.1002/fer3.65","DOIUrl":"https://doi.org/10.1002/fer3.65","url":null,"abstract":"<p>Artificial intelligence (AI) literacy education for young students is gaining traction among researchers and educators. Researchers are developing courses and attempting to teach AI literacy to younger students, using age-appropriate AI educational learning tools. Although teachers play a crucial role in AI literacy education, their perceptions and attitudes have received little attention. This study explores the perceptions of 60 teachers regarding the use of AI educational learning tools, and examines the factors influencing their attitudes in relation to implementing AI literacy education. The technological acceptance model and the technological, pedagogical, and content knowledge (CK) (TPACK) framework inform the research design, and a mixed method, combining the statistical package for Social Science and thematic analysis, is employed for data analysis. The study reveals that teachers have positive perceptions regarding the usefulness and ease of use of AI educational learning tools in their AI literacy teaching. This paper also reveals that teachers embrace an arts-based approach to teaching AI literacy. The qualitative data reveal that teachers face challenges such as insufficient CK and experience with AI; and knowledge of TPACK. The five factors affecting their acceptance of AI educational learning tools are: (a) teachers' perceptions of their AI CK and experience in teaching AI literacy (technological content knowledge); (b) technical challenges and stakeholder acceptance; (c) the attributes of AI educational learning tools; (d) school infrastructure and budget constraints; and (e) potential for distraction and negative emotional responses. This study offers insights for policymakers regarding professional development initiatives and technical support mechanisms, thereby facilitating more effective AI literacy implementation.</p>","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"2 4","pages":"318-345"},"PeriodicalIF":0.0,"publicationDate":"2024-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.65","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143253129","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":"Exploring parents' perceptions of computational thinking and its role in children's television","authors":"Breniel Lemley,&nbsp;Fashina Aladé","doi":"10.1002/fer3.66","DOIUrl":"https://doi.org/10.1002/fer3.66","url":null,"abstract":"<p>The rise in children's media use and the prioritization of STEM learning has led to the development of new STEM-related apps, TV shows, and other media for young children, with several recent examples focused on computational thinking (CT). Learning CT at a young age can be beneficial to children's analytical and problem solving skills. Positive effects of educational media are best realized when the learning is scaffolded by a caregiver, but the ability of parents to scaffold CT lessons is understudied. This study explores parents' perceptions, understanding, and recognition of the CT cues embedded in a new television show for preschoolers. Qualitative semi-structured interviews were conducted with 30 parents who, together with their children (ages 4–6), viewed two episodes of a new series. Interviews were transcribed and coded using thematic analysis. Most participants had never heard of CT before. When asked to define it, many parents highlighted aspects of CT in their definitions; however, their examples illustrated limited understanding of how CT might be taught to young children. Although some parents had reservations regarding the abstractness and age-appropriateness of the topic, parents believed CT was an important topic for their children to learn. Research has shown that scaffolding can be beneficial to promoting CT learning in young children. Therefore, for creators of CT-focused content, it is important that the curricular focus and learning goals are made very clear so that parents and caregivers can scaffold the material in a way that effectively supports their children's learning.</p>","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"2 4","pages":"422-438"},"PeriodicalIF":0.0,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.66","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143252738","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}