Computers & Education最新文献

The effects of generative AI agents and scaffolding on enhancing students’ comprehension of visual learning analytics 生成式人工智能代理和脚手架对提高学生对视觉学习分析的理解的影响

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-04-26 DOI: 10.1016/j.compedu.2025.105322

Lixiang Yan , Roberto Martinez-Maldonado , Yueqiao Jin , Vanessa Echeverria , Mikaela Milesi , Jie Fan , Linxuan Zhao , Riordan Alfredo , Xinyu Li , Dragan Gašević

{"title":"The effects of generative AI agents and scaffolding on enhancing students’ comprehension of visual learning analytics","authors":"Lixiang Yan , Roberto Martinez-Maldonado , Yueqiao Jin , Vanessa Echeverria , Mikaela Milesi , Jie Fan , Linxuan Zhao , Riordan Alfredo , Xinyu Li , Dragan Gašević","doi":"10.1016/j.compedu.2025.105322","DOIUrl":"10.1016/j.compedu.2025.105322","url":null,"abstract":"<div><div>Visual learning analytics (VLA) is becoming increasingly adopted in educational technologies and learning analytics dashboards to convey critical insights to students and educators. Yet many students experienced difficulties in comprehending complex VLA due to their limited data visualisation literacy. While conventional scaffolding approaches like data storytelling have shown effectiveness in enhancing students’ comprehension of VLA, these approaches remain difficult to scale and adapt to individual learning needs. Generative AI (GenAI) technologies, especially conversational agents, offer potential solutions by providing personalised and dynamic support to enhance students’ comprehension of VLA. This controlled lab study investigates the effectiveness of GenAI agents, particularly when integrated with scaffolding techniques, in improving students’ comprehension of VLA. A randomised controlled trial was conducted with 117 higher education students to compare the effects of two types of GenAI agents: <em>passive agents</em>, which respond to student queries, and <em>proactive agents</em>, which utilise scaffolding questions, against standalone scaffolding in a VLA comprehension task. The results show that passive agents yield comparable improvements to standalone scaffolding both during and after the intervention. Notably, proactive GenAI agents significantly enhance students’ VLA comprehension compared to both passive agents and standalone scaffolding, with these benefits persisting beyond the intervention. These findings suggest that integrating GenAI agents with scaffolding can have lasting positive effects on students’ comprehension skills and support genuine learning.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"234 ","pages":"Article 105322"},"PeriodicalIF":8.9,"publicationDate":"2025-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143881733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Virtual reality based executive function training in schools: The impact of adaptivity on executive function and motivation 基于虚拟现实的学校执行功能训练：适应性对执行功能和动机的影响

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-04-26 DOI: 10.1016/j.compedu.2025.105344

Susan Hindman, Rachel King, Antonina Pereira

{"title":"Virtual reality based executive function training in schools: The impact of adaptivity on executive function and motivation","authors":"Susan Hindman, Rachel King, Antonina Pereira","doi":"10.1016/j.compedu.2025.105344","DOIUrl":"10.1016/j.compedu.2025.105344","url":null,"abstract":"<div><div>Executive function (EF) is a skill that is essential in many aspects of daily functioning and as such is a pertinent target for cognitive training protocols. With current findings about EF training being inconsistent, work is now needed to understand the core components that ensure successful training. A key component that is often cited as essential, but which lacks solid empirical justification is training adaptivity, which is thought to improve participant motivation and support engagement. Therefore, the present study aimed to explore the relationship between adaptivity and motivation, in virtual reality (VR) based EF training with primary school-aged children. Sixty participants were allocated to one of three conditions: VR adaptive training, VR non-adaptive training, and a passive control group. Training in VR conditions consisted of 12 15-min sessions, delivered over 4 weeks and was delivered using the cognitive training game Koji's Quest, developed by NeuroReality. All participants completed EF tests at pre- and post-time points. Participants in the VR conditions also completed motivation measures after the training. Results suggest that the adaptive training might influence the switching response over time, but further analyses did not confirm significant differences, possibly due to the small sample size and the high scores variability. Although no differences were observed on the quantitate measures of motivation, qualitative feedback did indicate that perhaps motivation may have been a contributing factor. Results provide initial evidence that short term VR cognitive training may be effective in improving cognitive flexibility in primary aged children, however due to the small sample size and high variability, results are tentative, and further research is necessary. Findings are discussed in terms of the implications for educational application.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"234 ","pages":"Article 105344"},"PeriodicalIF":8.9,"publicationDate":"2025-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143881926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

L2 vocabulary learning through a COTS adventure game: Individual vs. paired gameplay and the influence of word exposure frequency, word level, and word salience 通过COTS冒险游戏学习第二语言词汇：个体与配对游戏以及单词暴露频率、单词水平和单词显著性的影响

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-04-25 DOI: 10.1016/j.compedu.2025.105343

Kuo-Wei Kyle Lai, Hao-Jan Howard Chen

{"title":"L2 vocabulary learning through a COTS adventure game: Individual vs. paired gameplay and the influence of word exposure frequency, word level, and word salience","authors":"Kuo-Wei Kyle Lai, Hao-Jan Howard Chen","doi":"10.1016/j.compedu.2025.105343","DOIUrl":"10.1016/j.compedu.2025.105343","url":null,"abstract":"<div><div>Digital game-based language learning (DGBLL) has demonstrated potential in enhancing language acquisition. This study examines the effectiveness of the commercial off-the-shelf (COTS) game Return to Monkey Island in improving vocabulary learning among Taiwanese EFL learners, with a focus on the effects of individual versus paired gameplay. Addressing a gap in existing research, this study evaluates the impact of individual versus paired gameplay on vocabulary learning, with a focus on word exposure frequency, distribution of occurrence, word level, and word salience. Seventy-nine university freshmen participated in this mixed-methods study, which employed vocabulary pretests, immediate and delayed posttests, including both vocabulary translation tests and Productive Vocabulary Levels Tests (PVLT) to assess receptive and productive vocabulary knowledge. Participants’ attitudes were evaluated using a modified Technology Acceptance Model (TAM) questionnaire, and semi-structured interviews provided qualitative insights.</div><div>Both gameplay groups showed significant vocabulary improvement, with the paired group outperforming the individual group in both immediate and delayed tests. Word frequency and salience were key predictors of vocabulary learning in the individual group, while salience was the main predictor in the paired group. Positive attitudes towards collaborative gameplay were noted, with interviews highlighting the added value of peer interaction in enhancing vocabulary learning. These findings suggest that integrating COTS games with a mix of individual and collaborative activities can optimize language learning.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"234 ","pages":"Article 105343"},"PeriodicalIF":8.9,"publicationDate":"2025-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143878601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Online homework time, time management, and procrastination: A person-centered approach 在线作业时间，时间管理和拖延：以人为本的方法

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-04-23 DOI: 10.1016/j.compedu.2025.105341

Jianzhong Xu

引用次数: 0

Enhancing teacher collaboration for technology integration: the impact of transformational leadership 加强教师协作促进技术整合：变革型领导的影响

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-04-21 DOI: 10.1016/j.compedu.2025.105331

Maria-Luisa Schmitz , Chiara Antonietti , Tessa Consoli , Philipp Gonon , Alberto Cattaneo , Dominik Petko

{"title":"Enhancing teacher collaboration for technology integration: the impact of transformational leadership","authors":"Maria-Luisa Schmitz , Chiara Antonietti , Tessa Consoli , Philipp Gonon , Alberto Cattaneo , Dominik Petko","doi":"10.1016/j.compedu.2025.105331","DOIUrl":"10.1016/j.compedu.2025.105331","url":null,"abstract":"<div><div>The study explored how school principals' transformational leadership impacts formal and informal teacher collaboration for technology integration. Goal clarity and the strategic importance of technology integration in Swiss upper-secondary schools were considered as mediators. Analyzing data from a survey of 2247 teachers using multilevel correlation and structural equation modeling (SEM) with cluster-robust standard errors, we found that principals’ transformational leadership is significantly and positively correlated with both formal and informal teacher collaboration, goal clarity, and strategic importance of technology integration. Further, SEM analysis revealed that transformational leadership has a significant, positive, and direct effect on formal collaboration but has only a significant indirect effect on informal collaboration. Moreover, the strategic importance of technology integration mediates the relationship between transformational leadership and formal collaboration as well as informal collaboration. However, goal clarity was only a significant mediator for the relationship between transformational leadership and informal collaboration. These findings suggest that for effective technology integration, school principals should prioritize transformational leadership to ensure a high strategic importance and goal clarity regarding technology integration which in turn have a positive impact on formal and informal collaboration.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"234 ","pages":"Article 105331"},"PeriodicalIF":8.9,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143870389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Should educators be concerned? The impact of short videos on rational thinking and learning: A comparative analysis 教育工作者应该担心吗？短视频对理性思维和学习的影响：比较分析

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-04-21 DOI: 10.1016/j.compedu.2025.105330

Thorsten Otto

{"title":"Should educators be concerned? The impact of short videos on rational thinking and learning: A comparative analysis","authors":"Thorsten Otto","doi":"10.1016/j.compedu.2025.105330","DOIUrl":"10.1016/j.compedu.2025.105330","url":null,"abstract":"<div><div>Short videos are highly attractive and are becoming increasingly popular among young adults due to their unique properties. However, they also pose a risk of getting used to surface processing and suppressing slow analytic thinking. So far, little is known about the potential impact of short video use (SVU) on learning variables. Therefore, this series of studies aimed to examine the consequences of SVU on rational thinking, academic delay of gratification (ADOG), and a surface learning approach (Study 1) and examine the situational impact of watching a short video collection on those variables except ADOG (Study 2). Further, it was examined whether short video-based learning material is suitable for teaching low-complex material (Study 2). In Study 1, participants (<em>n</em> = 169) completed questionnaires regarding SVU, rational thinking, ADOG, and surface learning approach. For Study 2, participants (<em>n</em> = 123) took part in an online experiment with a 2 (short video collection; present vs. not present) x 2 (learning material; short video-based vs. text-based) between-subject design, completed questionnaires regarding SVU, rational thinking, surface learning approach and answered a quiz regarding knowledge acquisition. The findings reveal that SVU is negatively associated with rational thinking and positively associated with a surface learning approach. Watching a short video collection led to a higher situational surface learning approach, and participants who learned with short videos scored lower on the quiz than those who learned with text. Limitations, implications, and future directions are discussed.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"234 ","pages":"Article 105330"},"PeriodicalIF":8.9,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143870387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Measuring undergraduate students' reliance on Generative AI during problem-solving: Scale development and validation 测量大学生在解决问题时对生成式人工智能的依赖：规模开发和验证

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-04-19 DOI: 10.1016/j.compedu.2025.105329

Chenyu Hou , Gaoxia Zhu , Vidya Sudarshan , Fun Siong Lim , Yew Soon Ong

{"title":"Measuring undergraduate students' reliance on Generative AI during problem-solving: Scale development and validation","authors":"Chenyu Hou , Gaoxia Zhu , Vidya Sudarshan , Fun Siong Lim , Yew Soon Ong","doi":"10.1016/j.compedu.2025.105329","DOIUrl":"10.1016/j.compedu.2025.105329","url":null,"abstract":"<div><div>Reliance on AI describes the behavioral patterns of when and how individuals depend on AI suggestions, and appropriate reliance patterns are necessary to achieve effective human-AI collaboration. Traditional measures often link reliance to decision-making outcomes, which may not be suitable for complex problem-solving tasks where outcomes are not binary (i.e., correct or incorrect) or immediately clear. Therefore, this study aims to develop a scale to measure undergraduate students' behaviors of using Generative AI during problem-solving tasks without directly linking them to specific outcomes. We conducted an exploratory factor analysis on 800 responses collected after students finished one problem-solving activity, which revealed four distinct factors: reflective use, cautious use, thoughtless use, and collaborative use. The overall scale has reached sufficient internal reliability (Cronbach's alpha = .84). Two confirmatory factor analyses (CFAs) were conducted to validate the factors using the remaining 730 responses from this activity and 1173 responses from another problem-solving activity. CFA indices showed adequate model fit for data from both problem-solving tasks, suggesting that the scale can be applied to various human-AI problem-solving tasks. This study offers a validated scale to measure students' reliance behaviors in different human-AI problem-solving activities and provides implications for educators to responsively integrate Generative AI in higher education.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"234 ","pages":"Article 105329"},"PeriodicalIF":8.9,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143870388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Listening to scientists in immersive videos: How levels of immersion and points of view influence learning experiences 在沉浸式视频中聆听科学家：沉浸程度和观点如何影响学习体验

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-04-18 DOI: 10.1016/j.compedu.2025.105326

Robin Wagner , Georg Pardi , Jennifer Müller , Birgit Brucker , Stefan Schwarzer , Peter Gerjets

{"title":"Listening to scientists in immersive videos: How levels of immersion and points of view influence learning experiences","authors":"Robin Wagner , Georg Pardi , Jennifer Müller , Birgit Brucker , Stefan Schwarzer , Peter Gerjets","doi":"10.1016/j.compedu.2025.105326","DOIUrl":"10.1016/j.compedu.2025.105326","url":null,"abstract":"<div><div>Viewing scientific learning videos with head-mounted displays (HMDs) can facilitate authentic experiences that may otherwise be impossible to access in the real world, thereby potentially improving the way science content can be learned and how science and scientists are perceived. The rise in popularity of these immersive learning videos has prompted a need for a more profound comprehension of their presentation and design concerning their impact on user experience and learning. This lab study investigates how the reception of scientific learning videos is influenced by the level of immersion (LOI) using an HMD (conventional 2D video versus stereoscopic 360° video) and the point of view (POV) from which the presenting scientist is filmed (frontal versus lateral view). Participants (<em>N</em> = 78 university students) reported higher immersion, social and spatial presence, user engagement, parasocial interactions, situational interest, and more positive epistemically-related emotions after viewing the 360° videos. A frontal perspective on the presenting scientist led to higher experienced immersion, social and spatial presence, parasocial interactions, and situational interest than a lateral perspective. Additionally, when controlling for participants’ self-concept, a frontal perspective yielded better performances on learning retention tasks. Moreover, the eye-tracking analysis demonstrated that participants fixated longer on the presenting scientist when viewing her from a frontal rather than a lateral perspective. Regarding the perceived trustworthiness of the scientist, no differences were found between the conditions. These results imply that immersive learning videos presented in 360° and with a frontal perspective toward a lecturer can promote the reception of scientific content.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"234 ","pages":"Article 105326"},"PeriodicalIF":8.9,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143874854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Sustaining focus when It's hardest: Emotional design strengthens sustained learning, especially in contexts with attractive alternatives 在最困难的时候保持专注：情感设计可以加强持续学习，尤其是在有吸引力的选择的情况下

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-04-12 DOI: 10.1016/j.compedu.2025.105313

Tino Endres , Charlotte Vössing , K. Ann Renninger , Alexander Eitel , Alexander Renkl

{"title":"Sustaining focus when It's hardest: Emotional design strengthens sustained learning, especially in contexts with attractive alternatives","authors":"Tino Endres , Charlotte Vössing , K. Ann Renninger , Alexander Eitel , Alexander Renkl","doi":"10.1016/j.compedu.2025.105313","DOIUrl":"10.1016/j.compedu.2025.105313","url":null,"abstract":"<div><div>Learners increasingly use digital devices such as laptops or tablets for studying. While these devices offer advantages, they also pose challenges. They present attractive alternative opportunities for learners, such as communication or entertainment opportunities that may distract from learning. Such alternatives increase demand for self-control, particularly over time. We investigated the potential of emotional design in learning materials to support self-control by triggering and maintaining situational interest, thereby reducing the mental load required for self-control. We hypothesize that emotional design becomes especially effective in distraction-prone learning situations, such as during extended learning durations or when attractive alternative opportunities are present. We employed a 2 × 2 × 2 mixed design, varying video design (neutral vs. emotional) and opportunity presentation (no opportunity vs. opportunity presented) as between-subjects factors, and learning phase (beginning vs. end of the video) as a within-subjects factor. Our participants (<em>N</em> = 144) learned from a 16-min video on photography. We assessed triggered and maintained situational interest, mental load, and learning outcomes. Emotional design interacted with the learning phase, enhancing learning outcomes particularly at the end of the video. This learning benefit was mediated by the development of situational interest and a reduction in mental load. The positive impact of emotional design on learning at the end of the video was significantly stronger when an alternative opportunity was present (three-way interaction). Emotional design seems to be particularly helpful when self-control demands are high. Such conditions include extended learning sessions, the presence of attractive alternatives, or situations where multiple self-control demands come together.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"233 ","pages":"Article 105313"},"PeriodicalIF":8.9,"publicationDate":"2025-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Increasing knowledge about plasma and plasma donation through a serious game: Evidence from a mixed-method study 通过一个严肃的游戏增加对血浆和血浆捐献的认识：来自一项混合方法研究的证据

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-04-11 DOI: 10.1016/j.compedu.2025.105325

Alexandra Ciausescu , Eva-Maria Merz , Rene Bekkers , Arjen de Wit

{"title":"Increasing knowledge about plasma and plasma donation through a serious game: Evidence from a mixed-method study","authors":"Alexandra Ciausescu , Eva-Maria Merz , Rene Bekkers , Arjen de Wit","doi":"10.1016/j.compedu.2025.105325","DOIUrl":"10.1016/j.compedu.2025.105325","url":null,"abstract":"<div><div>Many European countries are facing plasma shortages, with lack of awareness and knowledge about plasma donation being a potential explanation for low donor numbers. One approach to increasing knowledge and awareness about plasma is through informal educational methods, such as serious games. We developed a serious game focused on plasma and plasma donation for children and adolescents (8–17 years) in the Netherlands and tested it with 636 participants in collaboration with the science museum NEMO Amsterdam. The effectiveness of the game was assessed by measuring the change in knowledge about plasma and plasma donation from open-ended questions in a pen-and-paper questionnaire participants completed before and after playing the game. A Wilcoxon Signed-Rank Test revealed an increase in knowledge after playing the game, demonstrating that the game effectively educates players about plasma donation. No statistically significant relationship was found between knowledge increase and sociodemographic characteristics, nor with gameplay experiences. For educators and game designers, our game shows that even simple game designs and mechanics can be effective in imparting knowledge, while also preventing disparities in learning outcomes with respect to age, gender, and technical skills in playing games. For researchers, our study paves the way for a new line of research into the application of serious games in healthcare beyond clinical contexts, such as disease prevention or management. Importantly, our study highlights the potential of serious games to foster knowledge about health-related prosocial behaviours, possibly inspiring future research evaluating their potential as innovative teaching methods to address critical public health issues.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"233 ","pages":"Article 105325"},"PeriodicalIF":8.9,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143829556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0