Computers & Education最新文献

{"title":"Examining the dynamics of knowledge convergence in online learning context: A network perspective","authors":"Mengtong Xiang ,&nbsp;Jingjing Zhang ,&nbsp;Yue Li","doi":"10.1016/j.compedu.2024.105222","DOIUrl":"10.1016/j.compedu.2024.105222","url":null,"abstract":"<div><div>Knowledge convergence, originating from computer-supported collaborative learning (CSCL), is often defined as building a shared cognitive understanding through social interactions. With an increasing focus on large-scale collaboration and online learning in CSCL, it is crucial to examine how knowledge convergence occurs in online settings. This study investigates how learners develop cognitive consensus in online discussions and assess how social interactions and learners' role influence these dynamics in a MOOC using video-based social annotation. Mixed-methods, including Epistemic Network Analysis (ENA), Simulation Investigation for Empirical Network Analysis (SIENA), and role trajectory clustering were employed. The findings suggest that cognitive consensus in discussions originates from sharing similar experiences and evolves into more advanced levels over time. Reciprocity and transitivity are crucial for establishing network cohesion while achieving cognitive consensus. Learners with similar role trajectories tend to interact together. This study expands the traditional CSCL paradigm by examining how social interactions shape discussion network dynamics and how learners’ role trajectories influence these dynamics. We argue that network cohesiveness should be included in the framework of online knowledge convergence, alongside cognitive consensus. Dynamic network analysis is essential for understanding the complex mechanisms driving online knowledge convergence occurring, where the cognitive and social attributes of learning are interwoven.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"227 ","pages":"Article 105222"},"PeriodicalIF":8.9,"publicationDate":"2024-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142888345","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}

{"title":"“Digital constructivists, activators or presenters? Different profiles of technology integration among swiss upper secondary school teachers”","authors":"Chiara Antonietti ,&nbsp;Tessa Consoli ,&nbsp;Maria-Luisa Schmitz ,&nbsp;Alberto Cattaneo ,&nbsp;Philipp Gonon ,&nbsp;Dominik Petko","doi":"10.1016/j.compedu.2024.105225","DOIUrl":"10.1016/j.compedu.2024.105225","url":null,"abstract":"<div><div>This study explores patterns of technology integration in upper secondary school learning activities. Data were collected via an online survey in Switzerland. Through latent profile analysis, three distinct teacher profiles emerged. Teachers in Profile 1 (<em>digital presenters</em>; N = 896) mainly integrated technology to present content; Profile 2 (<em>digital activators</em>; N = 979) used technology for presentation and allowed students to interact with materials; Profile 3 (<em>digital constructivists</em>; N = 213) emphasized student interaction with technology to generate new knowledge over presenting content. Additionally, we investigated how teachers’ technological pedagogical content knowledge (TPCK) and positive beliefs about technology predict profile membership. The results showed that TPCK and positive beliefs are associated with belonging to a profile. This study outlines distinct technology integration profiles among teachers and highlights the role of TPCK and beliefs in shaping these practices.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"227 ","pages":"Article 105225"},"PeriodicalIF":8.9,"publicationDate":"2024-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142867647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Does ChatGPT enhance student learning? A systematic review and meta-analysis of experimental studies","authors":"Ruiqi Deng ,&nbsp;Maoli Jiang ,&nbsp;Xinlu Yu ,&nbsp;Yuyan Lu ,&nbsp;Shasha Liu","doi":"10.1016/j.compedu.2024.105224","DOIUrl":"10.1016/j.compedu.2024.105224","url":null,"abstract":"<div><div>Chat Generative Pre-Trained Transformer (ChatGPT) has generated excitement and concern in education. While cross-sectional studies have highlighted correlations between ChatGPT use and learning performance, they fall short of establishing causality. This review examines experimental studies on ChatGPT's impact on student learning to address this gap. A comprehensive search across five databases identified 69 articles published between 2022 and 2024 for analysis. The findings reveal that ChatGPT interventions are predominantly implemented at the university level, cover various subject areas focusing on language education, are integrated into classroom environments as part of regular educational practices, and primarily involve direct student use of ChatGPT. Overall, ChatGPT <em>improves</em> academic performance, affective-motivational states, and higher-order thinking propensities; it <em>reduces</em> mental effort and has <em>no</em> significant effect on self-efficacy. However, methodological limitations, such as the lack of power analysis and concerns regarding post-intervention assessments, warrant cautious interpretation of results. This review presents four propositions from the findings: (1) distinguish between the quality of ChatGPT outputs and the positive effects of interventions on academic performance by shifting from well-defined problems in post-intervention assessments to more complex, project-based assessments that require skill demonstration, adopting proctored assessments, or incorporating metrics such as originality alongside quality; (2) evaluate long-term impacts to determine whether the positive effects on affective-motivational states are sustained or merely owing to novelty effect; (3) prioritise objective measures to complement subjective assessments of higher-order thinking; and (4) use power analysis to determine adequate sample sizes to avoid Type II errors and provide reliable effect size estimates. This review provides valuable insights for researchers, instructors, and policymakers evaluating the effectiveness of generative AI integration in educational practice.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"227 ","pages":"Article 105224"},"PeriodicalIF":8.9,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142918040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Preventing digital distraction in secondary classrooms: A quasi-experimental study","authors":"Jiyeon Park ,&nbsp;Jeniffer Paxtle-Granjeno ,&nbsp;Min Wook Ok ,&nbsp;Mikyung Shin ,&nbsp;Erin Wilson","doi":"10.1016/j.compedu.2024.105223","DOIUrl":"10.1016/j.compedu.2024.105223","url":null,"abstract":"<div><div>Technology serves as an effective learning tool in K-12 classrooms, yet its presence often leads to distraction, diverting students’ attention and disrupting their focus on primary activities. It is important for educators to effectively integrate technology while minimizing distractions. This study employs a quasi-experimental design utilizing a pre- and post-survey control group model to assess digital distraction among secondary students enrolled in Spanish classes. The experimental group was provided with digital distraction prevention strategies, including (a) lessons targeting digital distraction and establishing behavior expectations, (b) weekly self-checklists, and (c) visual prompts integrated into daily lessons, while the control group participated in business-as-usual instruction. Pre- and post-survey data were analyzed through Cumulative Link Mixed Models. Overall, digital distraction prevention strategies showed mixed outcomes across attentional impulsiveness, online vigilance, multitasking behaviors, and emotion regulation; only a significant reduction in digital distraction related to phone use was found (odd ratio = 0.29, p = .034). Although students in the experimental group reported a decline in estimated time spent on digital distractions compared to the control group, the difference was not statistically significant. These findings highlight the complexity of addressing digital distraction and underscore the need for continued development and evaluation of effective strategies in K-12 classrooms. Limitations and future research are also discussed.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"227 ","pages":"Article 105223"},"PeriodicalIF":8.9,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142867648","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}

{"title":"Video-based analytics-supported formative feedback for enhancing low-achieving students’ conception of collaboration and classroom discourse engagement","authors":"Yuyao Tong ,&nbsp;Gaowei Chen ,&nbsp;Morris Siu-Yung Jong","doi":"10.1016/j.compedu.2024.105215","DOIUrl":"10.1016/j.compedu.2024.105215","url":null,"abstract":"<div><div>A substantial body of research has demonstrated the essential roles of collaboration and classroom discourse in student learning. However, low-achieving students often face the challenge of engaging in collaborative work and productive classroom discourse. This study aimed to examine how learning analytics can help scaffold low-achieving students' reflective activities to enhance their conception of collaboration and productive classroom discourse engagement. To meet this goal, we proposed a video-based analytics-supported formative feedback approach in which students use a video-based visual learning analytic tool to reflect on their classroom discourse collaboratively. Using a quasi-experimental design, four classes of 9th- and 10th-grade low-achieving students were divided into an experimental group (<em>n</em> = 48) and a comparison group (<em>n</em> = 42). The experimental students engaged in a knowledge-building environment augmented with the analytics-supported approach, while the comparison students studied in a regular knowledge-building environment. Mixed-method analysis revealed that students in the experimental group, relative to the comparison group, developed a deeper conception of collaboration and engaged more productively in classroom discussions. The results highlighted the relationship between students' conception of collaboration, productive classroom discourse engagement, and conceptual understanding. Qualitative analysis of the interview responses and group discussions provided evidence of how the analytics-supported approach facilitated students’ engagement in productive classroom discourse. Theoretically, this study advances the idea of productive classroom discourse by adding a layer of focusing on the student perspective in orchestrating productive whole-class discussions. Additionally, this study contributes to the current literature by proposing a novel learning analytics-supported approach to help low-achieving students develop their conception of collaboration and engage in productive classroom discourse.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"227 ","pages":"Article 105215"},"PeriodicalIF":8.9,"publicationDate":"2024-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142888335","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}

{"title":"How does social support detected automatically in discussion forums relate to online learning burnout? The moderating role of students’ self-regulated learning","authors":"Changqin Huang ,&nbsp;Yaxin Tu ,&nbsp;Qiyun Wang ,&nbsp;Mingxi Li ,&nbsp;Tao He ,&nbsp;Di Zhang","doi":"10.1016/j.compedu.2024.105213","DOIUrl":"10.1016/j.compedu.2024.105213","url":null,"abstract":"<div><div>Engaging students in online discussion forums with social support holds significant potential for preventing and alleviating student burnout. However, the mechanisms by which different types of social support influence learning burnout remain poorly understood. Additionally, existing methods for detecting social support detection are limited in both practical application and theoretical advancement. This study addresses these gaps by developing a robust text classification model for social support and examining its effects on online learning burnout among learners with varying levels of self-regulated learning. We first developed a robust natural language processing model based on bidirectional encoder representations from transformers - bidirectional long short-term memory (BERT-Bi-LSTM) framework, trained on 11226 manually labeled posts from various course forums. This model was then applied to classify forum posts from an educational technology course over one semester. Multiple regression analysis revealed that informational support was negatively associated with two dimensions of learning burnout: emotional exhaustion and improper behavior, and emotional support was negatively correlated with emotional exhaustion and a low sense of achievement. Moreover, a moderating effect analysis indicated that self-regulated learning moderated the negative associations between informational support and improper behavior, as well as between emotional support and emotional exhaustion, with stronger effects observed among learners with lower self-regulated learning. These findings contribute to advancing automated content analysis of social support and provide actionable insights for mitigating student burnout through targeted social support.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"227 ","pages":"Article 105213"},"PeriodicalIF":8.9,"publicationDate":"2024-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142788810","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}

{"title":"Virtual vs. traditional learning in higher education: A systematic review of comparative studies","authors":"Tommaso Santilli ,&nbsp;Silvia Ceccacci ,&nbsp;Maura Mengoni ,&nbsp;Catia Giaconi","doi":"10.1016/j.compedu.2024.105214","DOIUrl":"10.1016/j.compedu.2024.105214","url":null,"abstract":"<div><div>The evolving landscape of educational technologies has ushered Virtual Reality (VR) in the forefront of higher education. As the COVID-19 pandemic propelled a rapid shift toward e-learning, the demand for high-quality distance education has surged, prompting an exploration of VR as a viable solution. While existing research indicates that VR supports student engagement and learning experiences compared with traditional teaching methods, the lack of shared pedagogical frameworks and systematic analyses of its applications leaves a deeper investigation of VR's potentials and limitations in enhancing learning outcomes still unexplored. This paper presents a systematic literature review aimed at filling this gap by considering studies that evaluate VR-based teaching methods in comparison with traditional ones in higher education contexts in order to assess the strengths and weaknesses of this technology in improving students' learning outcomes and achieve inclusive education. The analysis focuses on a set of dimensions including the adopted research design, participants' characteristics, disciplinary field of application, VR technological features (i.e., immersivity, interactivity, operability, commercial availability, and presence of VR training), adopted teaching methodologies, assessed VR impact on learning outcomes and presence of studies involving students with disabilities or Specific Learning Disorders (SpLDs). Based on inclusion/exclusion criteria, a total of 71 studies of VR in higher education were analysed. Most of analysed studies employed quantitative methods (67%), while no qualitative studies were found. More than half of the studies were conducted with undergraduate students (61%). Most of the studies involved VR in STEM disciplines, with almost half of them concerning Health Sciences (45%). VR solutions were most frequently immersive (63%), predominantly using Oculus Rift and HTC Vive HMDs, interactive (59%), single-user (92%) and non-commercial (57%). Only a small portion of studies included a VR training in the research protocol (8%). Most of the studies compared lecture-based methodologies as control condition with active methodologies in the VR condition. Learning outcomes were positively influenced by immersivity, interactivity and active methodologies, although at different degrees. No study involved students with disabilities or SpLDs in the experimentation. By offering a multidimensional perspective on the application of VR in higher education contexts, the paper provides a valuable resource for educators, researchers, and policymakers navigating the dynamic intersection of VR and higher education.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"227 ","pages":"Article 105214"},"PeriodicalIF":8.9,"publicationDate":"2024-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142788839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effects of different metacognitive patterns on students' self-regulated learning in blended learning","authors":"Xingyu Geng ,&nbsp;Yu-Sheng Su","doi":"10.1016/j.compedu.2024.105211","DOIUrl":"10.1016/j.compedu.2024.105211","url":null,"abstract":"<div><div>Self-regulated learning has significant importance in blended learning, necessitating an exploration into the effects of metacognition on SRL. Furthermore, SRL exhibits interdependence, thus highlighting the urgent need for research that can capture the temporal processes of SRL in multi-task activities during blended learning. Over 18 weeks, 44 students participated in three SRL tasks designed for blended learning. Students completed a questionnaire assessing their metacognitive awareness at the end of the course. A two-step cluster analysis was employed to explore different metacognitive patterns among students: high metacognitive knowledge and regulation students and low metacognitive knowledge and regulation students. Furthermore, data from student's learning diaries were collected and coded based on the SRL model specific to blended learning. Epistemic Network Analysis, a computer-assisted learning analysis method, was employed to investigate the SRL process of students with different metacognitive patterns in various tasks of blended learning. First, the findings indicate that both types of students strive for performance achievement; however, students with high metacognitive knowledge and regulation primarily employ task strategies, while those with low metacognitive knowledge and regulation focus on time management. Moreover, a detailed centroid analysis conducted for each task revealed that students with high metacognitive knowledge and regulation initiate their SRL process in computer-assisted blended learning with self-efficacy and conclude it with goal setting. Conversely, students with low metacognitive knowledge and regulation commence their SRL process with self-efficacy and conclude it by employing strategies for self-evaluation. Finally, implications, limitations, and future research directions are discussed.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"227 ","pages":"Article 105211"},"PeriodicalIF":8.9,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142816514","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}

{"title":"Effectiveness of gamified intelligent tutoring in physical education through the lens of self-determination theory","authors":"Lu-Ho Hsia ,&nbsp;Yen-Nan Lin ,&nbsp;Chung-Hisenh Lin ,&nbsp;Gwo-Jen Hwang","doi":"10.1016/j.compedu.2024.105212","DOIUrl":"10.1016/j.compedu.2024.105212","url":null,"abstract":"<div><div>Scholars have recommended the application of an intelligent tutoring and instant feedback system (ITIFS) to enhance students' motor skills performance by automatically evaluating their learning performance and providing personalized guidance and feedback. However, solely providing personalized evaluation and feedback may not necessarily attract students' active and sustained engagement in practice. In particular, it is difficult to arouse students' enthusiasm to participate in sports that require repetitive practice to improve their physical abilities and which involve less interaction with the environment and their opponents. To address this issue, grounded in self-determination theory (SDT), the present study integrated a gamification mechanism that aligned with students' psychological needs into an ITIFS. The gamification features included avatars, achievements (personal ratings and rankings), badges, levels, and social networks (group ratings and rankings). It aimed to attract students to engage continuously in practice, and to address the issue of students lacking motivation to engage in repeated practice. To investigate the effectiveness of the proposed method, a quasi-experimental research design was adopted, and the collected data were analyzed with analysis of covariance (ANCOVA), independent samples <em>t</em> tests and qualitative coding. Four classes of university students participated in the experiment. Two classes (<em>N</em> = 80) were the experimental group adopting the SDT-based gamified ITIFS (G-ITIFS), and the other two classes (<em>N</em> = 76) were the control group adopting the conventional ITIFS (C-ITIFS). The findings indicated that the experimental group showed significantly better yoga skills performance and learning engagement compared to the control group. Feedback from students also revealed that the gamification mechanism provided more excitement and had positive impacts, satisfying students’ psychological needs and reinforcing the learning benefits. The findings of the present study revealed that, from the perspective of SDT, incorporating gamification elements into the development of ITIFS could be a promising approach for physical education. Therefore, it is strongly encouraged that educators promote such a gamified intelligent tutoring mode in physical education curriculums as it is crucial to the development of students' physical and mental health, as well as to their enthusiasm to participate in sports.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"227 ","pages":"Article 105212"},"PeriodicalIF":8.9,"publicationDate":"2024-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142788841","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}

{"title":"Profiling motivation and engagement in online learning: A multilevel latent profile analysis of students and institutions","authors":"Faming Wang ,&nbsp;Hongbiao Yin ,&nbsp;Ronnel B. King","doi":"10.1016/j.compedu.2024.105209","DOIUrl":"10.1016/j.compedu.2024.105209","url":null,"abstract":"<div><div>Exploring whether students are motivated and engaged in the context of online learning has become increasingly important given the prevalence of online learning across the globe. However, answering this question may be challenging as different students might exhibit distinct motivation and engagement profiles. To answer this question, person-centered approaches are needed. Furthermore, existing research has primarily explored motivation and engagement as attributes of individual students, often overlooking the significance of the broader institutional context. Motivation and engagement are not just properties of individual students; institutions could also have distinct motivation and engagement profiles. To address these two key gaps, this study employed a person-centered approach (i.e., multilevel latent profile analysis) to investigate online learning motivation and engagement profiles at both student and institution levels. We further examined the predictors and consequences of these profiles. The data included 6,700 students from 44 universities. We identified four student-level profiles (i.e., <em>Low, Average, High, and Positive Motivation and Engagement Profiles</em>) and two institution-level profiles (e.g., <em>Motivated and Engaged Universities</em> and <em>Demotivated and Disengaged Universities</em>). Students who experienced better online course experiences, characterized by an emphasis on independence and active learning, were more likely to be in the <em>Positive Motivation and Engagement Profile</em>. At the institutional level, university location and type was not associated with university profile, but lower-ranked universities in the league tables more often fell into the <em>Demotivated and Disengaged Universities</em>. Furthermore, those with high motivation and engagement profiles had better learning and satisfaction. This study extends prior work by showing that motivation is not just a property of the individual student, but that institutions also have their own motivation and engagement climates, which could have important consequences on students’ learning and satisfaction. These findings provide nuanced information for educators and policymakers to design tailored intervention programs that satisfy the specific needs of students and institutions.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"227 ","pages":"Article 105209"},"PeriodicalIF":8.9,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143175941","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}