Research and Practice in Technology Enhanced Learning最新文献_第4页

Re-embracing MSL approaches in realities of emergent conditions 在紧急情况的现实中重新接受MSL方法

IF 3.2

Research and Practice in Technology Enhanced Learning Pub Date : 2023-03-08 DOI: 10.58459/rptel.2023.18037

Dan Kohen-Vacs, Meital Amzalag

{"title":"Re-embracing MSL approaches in realities of emergent conditions","authors":"Dan Kohen-Vacs, Meital Amzalag","doi":"10.58459/rptel.2023.18037","DOIUrl":"https://doi.org/10.58459/rptel.2023.18037","url":null,"abstract":"In recent years, educational routines have been challenged with emergent conditions related to COVID-19. These challenges impact how teaching, learning, and evaluations are being exercised. This paper describes and suggests an alternative approach to alleviate challenges related to evaluation activities required in programming courses during days of the pandemic. In such cases, emergent conditions restrict evaluation activities, and accordingly, we suggest that an overall experience should be seamlessly conducted across contexts and settings (Hwang & Chang, 2021). Thus, an activity provides lecturers and students with a smooth transition while shifting between the formal course and the evaluation activity. This activity is examined in light of ten dimensions concerning Mobile Seamless Learning (MSL) reflecting education exercised across context and settings. Accordingly, we conducted qualitative research to examine quotations from 23 students addressing the activity. We searched for students’ insights concerning MSL dimensions, and their perceived potential to alleviate educational challenges in the realities of emergent conditions. This research indicates the potential of this alternative approach for an evaluation activity capable of coping with challenges experienced by lecturers and students during the time of COVID-19. Occasionally, and due to technical and administrative issues, MSL activities were perceived as challenging to conduct. We present the outcomes of our research efforts, as we hope to encourage lecturers to reconsider and re-embrace MSL activities as part of the practices they exercised during emergent conditions experienced in the days of the pandemic.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"59 3 1","pages":"37"},"PeriodicalIF":3.2,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90299880","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}

引用次数: 0

Exploring the development of student teachers' interest in educational technology through Interest-Driven Creator theory 用兴趣驱动创造者理论探讨学生教师对教育技术兴趣的培养

IF 3.2

Research and Practice in Technology Enhanced Learning Pub Date : 2023-03-08 DOI: 10.58459/rptel.2023.18036

S. Wong, Masnida Md. Khambari, L. Wong, Sai Tang

{"title":"Exploring the development of student teachers' interest in educational technology through Interest-Driven Creator theory","authors":"S. Wong, Masnida Md. Khambari, L. Wong, Sai Tang","doi":"10.58459/rptel.2023.18036","DOIUrl":"https://doi.org/10.58459/rptel.2023.18036","url":null,"abstract":"This qualitative study is one of the early attempts to provide empirical evidence to inform Interest-Driven Creator (IDC) theory through a discrete Educational Technology course. In this study involving 64 undergraduate students who majored in education, we focused on the interest loop (triggering, immersing and extending) as it acts as an impetus to nurturing habitual learners. Qualitative data were sought to answer two research questions that explored student teachers’ initial interest in learning educational technology and to understand the development of their interest using IDC as the underpinning theory. The findings indicated that they initially showed little interest in the course. However, others felt good about and were drawn towards educational technology. The findings also indicated that interest development begins when situational interest is triggered and they become aroused by the course contents. The student teachers then willingly spend time accomplishing the given task when immersed in the learning process with a clear goal. They then progress to extend their interest, making sense of their newly acquired knowledge and connecting with other previously known knowledge to expand it further. Overall, our findings suggested that the interest loop of IDC was able to describe the development of student teachers’ interest in educational technology.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"11 1","pages":"36"},"PeriodicalIF":3.2,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86024961","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}

引用次数: 0

In-store assortment training to the distribution manpower of dairy companies using gamification 利用游戏化对乳品公司配送人员进行店内分类培训

IF 3.2

Research and Practice in Technology Enhanced Learning Pub Date : 2023-03-07 DOI: 10.58459/rptel.2023.18035

Kazem Askarifar, A. Safavi, Pegah Jahanbakhsh Tehrani, Mohamad Hosein Karami

{"title":"In-store assortment training to the distribution manpower of dairy companies using gamification","authors":"Kazem Askarifar, A. Safavi, Pegah Jahanbakhsh Tehrani, Mohamad Hosein Karami","doi":"10.58459/rptel.2023.18035","DOIUrl":"https://doi.org/10.58459/rptel.2023.18035","url":null,"abstract":"The aim of this study is to design and implement an e-learning course for distributors of fast-moving consumer goods using gamification. In the first step, the components of the in-store assortment are extracted using a systematic literature review, and customer preferences in each of these factors were determined as users’ opinions of 387 customers. In the next step, the game is designed based on the persuasive game design (PGD) model, and the mechanics, dynamics, and aesthetics (MDA) of the game were determined by an experts’ panel, and a mobile app is designed as a learning tool. In the following step, the designed game was carried out by the distributors and the game prizes are awarded to the winners. Finally, the effects of the gamified e-learning are evaluated using the IMI questionnaire and analyzing the players’ points. Findings show that enjoyment, perceived competence, effort importance, pressure tension, perceived choice, and usefulness of this course are significantly higher than average. Besides, the average of points gets higher during repetition rounds while the dispersion of the points gets lower. As a result, it seems that gamification could be a valuable alternative to learning operational tricks for marketing staff, especially distributors.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"4 1","pages":"35"},"PeriodicalIF":3.2,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84468493","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}

引用次数: 0

'Free rein' to learn about language, culture & technology: a multimodal digital text exchange project between school students in Australia and Japan “Free rein”学习语言、文化和技术:澳大利亚和日本学生之间的多模式数字文本交换项目

IF 3.2

Research and Practice in Technology Enhanced Learning Pub Date : 2023-01-05 DOI: 10.58459/rptel.2023.18034

Grace Oakley, Mark Pegrum, Bruce Lander, Joseph George Tomei, Nicole Sonobe, M. deBoer

{"title":"'Free rein' to learn about language, culture & technology: a multimodal digital text exchange project between school students in Australia and Japan","authors":"Grace Oakley, Mark Pegrum, Bruce Lander, Joseph George Tomei, Nicole Sonobe, M. deBoer","doi":"10.58459/rptel.2023.18034","DOIUrl":"https://doi.org/10.58459/rptel.2023.18034","url":null,"abstract":"As part of an Australia-Japan Foundation project, school students in Australia and Japan created and exchanged multimodal digital texts (MDTs) in order to learn language through authentic communicative practice, raise intercultural capability, and develop 21st century skills and digital literacies. Analysis of teacher and student interview and focus group data using the 4-domain SPeCT (Structures, Practices, Capabilities, and Technologies) model derived from earlier cross-cultural multimodal digital text exchange research revealed that, notwithstanding certain challenges relating to Structures, Capabilities, and Technologies, teachers and students were overwhelmingly positive about the project, whose relatively free nature was seen as fostering learning. The perceived benefits were largely in the domains of Practices and Capabilities: in the former, these related to choice and autonomy, personalisation and inclusivity, and collaboration and peer learning; in the latter, they related to practising language, learning about one’s own and others’ cultures, and developing 21st century skills and digital literacies. This suggests that within the wider field of telecollaboration and COIL (collaborative online international learning), there is merit in young learners being given some ‘free rein’, or autonomy, in creating and exchanging MDTs.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"28 1","pages":"34"},"PeriodicalIF":3.2,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83583052","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}

引用次数: 0

Interaction support systems between teachers and visual content for effortless creation of program visualization 教师和可视化内容之间的交互支持系统，轻松创建程序可视化

IF 3.2

Research and Practice in Technology Enhanced Learning Pub Date : 2023-01-02 DOI: 10.58459/rptel.2023.18033

Koichi Yamashita, Miyu Suzuki, Yusuke Kito, Yusuke Suzuki, Satoru Kogure, Yasuhiro Noguchi, Raiya Yamamoto, Tatsuhiro Konishi, Y. Itoh

{"title":"Interaction support systems between teachers and visual content for effortless creation of program visualization","authors":"Koichi Yamashita, Miyu Suzuki, Yusuke Kito, Yusuke Suzuki, Satoru Kogure, Yasuhiro Noguchi, Raiya Yamamoto, Tatsuhiro Konishi, Y. Itoh","doi":"10.58459/rptel.2023.18033","DOIUrl":"https://doi.org/10.58459/rptel.2023.18033","url":null,"abstract":"Several program visualization (PV) systems have been developed to support novice learners in understanding program behavior since last couple of decades. However, only a few have been introduced or continuously used in actual classes. One of the main obstacles to using PV systems in actual classrooms is the significant amount of time needed to integrate them into actual educational settings. We developed a PV system called Teacher’s Explaining Design Visualization Tool (TEDViT) and introduced it into several practical applications. Although programming learning with TEDViT had a noticeable effect, the time required for PV customization (i.e., the time consumed for interactions between teachers and PV content) was a non-trivial problem. In this study, we describe three approaches to reduce the time cost of customizing by teachers; that is, we supported PV creation by (1) semi-automatically arranging drawing objects oriented toward novice learners, (2) allowing menu operations with a dialog interface, and (3) providing visual information and visual operations using a WYSIWYG PV editor. We developed three individual systems based on each approach and evaluated their effortlessness by measuring the time required for actual PV creation. The evaluation results suggest that each of the three approaches has a certain effect on improving the effortlessness of PV creation. This study describes our three approaches and the system developed based on them and discusses the possibility of integrating them.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"140 1","pages":"33"},"PeriodicalIF":3.2,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86662617","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}

引用次数: 0

Teacher's questions in project-based learning: the impact on the quality of student's concept map components 项目化学习中教师提问:对学生概念图成分质量的影响

IF 3.2

Research and Practice in Technology Enhanced Learning Pub Date : 2023-01-02 DOI: 10.58459/rptel.2023.18031

S. Widoretno, Chandra adi Prabowo, Nina Hardiana

{"title":"Teacher's questions in project-based learning: the impact on the quality of student's concept map components","authors":"S. Widoretno, Chandra adi Prabowo, Nina Hardiana","doi":"10.58459/rptel.2023.18031","DOIUrl":"https://doi.org/10.58459/rptel.2023.18031","url":null,"abstract":"Teacher questions are one of the crucial components in developing students’ concept maps in project-based learning (PjBL). The study aims to measure the quality of students’ concept maps and determine the PjBL stages that accommodate concept map quality using an expanded teacher question. This research was a quasi-experiment with 335 students as participants from five senior high schools. To collect the data, teachers used open questions during the PjBL learning process with three categories: main, standard, and expanded teacher questions. The concept map data were collected from students of Biology. The student’s concept map score is calculated based on the achievement of the experts’ Concept map. Data were analyzed using Manova. The results showed that teacher questions in the PjBL stage increased the concept map component scores, especially in valid relationships and crosslink, while other components increased, no effect, and decreased. The most influential PjBL stage that accommodates concept map quality improvement is the deciding stage. Hence, our findings supported that the deciding stage of PjBL is the primary stage to improve the quality of students’ thinking. The expanded teacher’s questions in the study group, the way of collecting data, and the data analysis significantly contributed to the improvement in the quality of students’ thinking.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"26 1","pages":"31"},"PeriodicalIF":3.2,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89795133","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}

引用次数: 1

Mathematics student personas for the design of technology-enhanced learning environments 数学学生角色的技术增强学习环境的设计

IF 3.2

Research and Practice in Technology Enhanced Learning Pub Date : 2023-01-02 DOI: 10.58459/rptel.2023.18032

Robert Weinhandl, Martin Mayerhofer, T. Houghton, Z. Lavicza, M. Eichmair, Markus Hohenwarter

{"title":"Mathematics student personas for the design of technology-enhanced learning environments","authors":"Robert Weinhandl, Martin Mayerhofer, T. Houghton, Z. Lavicza, M. Eichmair, Markus Hohenwarter","doi":"10.58459/rptel.2023.18032","DOIUrl":"https://doi.org/10.58459/rptel.2023.18032","url":null,"abstract":"To benefit from the quickly expanding range of new possibilities of technology-enhanced education, school systems, schools, and teachers need to adapt quickly. Conversely, the needs of students and teachers in a technology-enhanced classroom require technology developers to provide and improve suitable technologies. In this paper, we aim to show how to make the professional knowledge of mathematics teachers accessible to developers of technologies and also to teacher trainers and trainees by the use of student personas, i.e., portraits of archetypical students with particular characteristics and needs. We have collected qualitative data from pre-service and in-service mathematics teachers in Austrian academic upper secondary schools about the characteristics and needs of their students. We have analysed these data using a grounded theory approach to derive demands of students on technology-enhanced learning environments (TELEs). We have identified and presented five personas, each with specific demands on TELEs, to represent this target group. By introducing this approach that combines techniques from mathematics education research and from user experience research, we are able to represent user groups of a mathematics technology-enhanced learning environment in a more relatable way than was previously possible. These relatable representations of students in Austrian academic upper secondary schools could be of particular importance for developers of technology-enhanced learning environments for teaching and learning mathematics. The methodology presented in this paper is adaptable to other contexts.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"115 1","pages":"32"},"PeriodicalIF":3.2,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84540225","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}

引用次数: 2

Theoretical and practical assessments over SSH 对SSH的理论和实践评估

IF 3.2

Research and Practice in Technology Enhanced Learning Pub Date : 2023-01-02 DOI: 10.58459/rptel.2023.18030

J. C. Costa, Tiago Roxo, C. Lopes, J. Sequeiros, Tiago Simões, Pedro R. M. Inácio

{"title":"Theoretical and practical assessments over SSH","authors":"J. C. Costa, Tiago Roxo, C. Lopes, J. Sequeiros, Tiago Simões, Pedro R. M. Inácio","doi":"10.58459/rptel.2023.18030","DOIUrl":"https://doi.org/10.58459/rptel.2023.18030","url":null,"abstract":"During the COVID-19 pandemic, universities worldwide were forced to close, causing a shift from presential to remote classes. This situation motivated teachers to find suitable tools to evaluate students remotely, fairly, and accurately. However, currently available systems are either survey or exercise evaluation based, not suitable for competency-based assessments. Faced with this context and limitations of available evaluation systems, we developed TestsOverSSH, a system to devise, deliver, and automatically correct assessments performed in a Command Line Interface (CLI) environment. Unique assessments are generated per student when they access the proposed system via Secure SHell (SSH). TestsOverSSH is composed of shell scripts that orchestrate a series of tools and services that come pre-installed in Linux distributions. It can be used to construct multiple-choice or direct answer questions while also requiring students to perform tasks in the environment per se, namely computer programming or CLI manipulation-related assignments. We present examples of the question types in this system, explaining question formats and operating guidelines. Since the assessments are directly performed in the system, logs and command history can be easily retrieved while keeping information within student devices uncollected. We performed evaluations using this system in a real context and obtained student feedback through a custom survey and the System Usability Scale (SUS). Survey results and SUS score suggest that TestsOverSSH is an intuitive evaluation tool, with eased access and usage, making it applicable for e-learning.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"8 1","pages":"30"},"PeriodicalIF":3.2,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77114538","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}

引用次数: 0

Does Facebook intensity matter for academic self-efficacy? A path analytic approach 上Facebook的强度对学术自我效能感有影响吗?路径分析法

IF 3.2

Research and Practice in Technology Enhanced Learning Pub Date : 2022-12-28 DOI: 10.58459/rptel.2023.18026

J. P. Valdez, J. A. Datu

{"title":"Does Facebook intensity matter for academic self-efficacy? A path analytic approach","authors":"J. P. Valdez, J. A. Datu","doi":"10.58459/rptel.2023.18026","DOIUrl":"https://doi.org/10.58459/rptel.2023.18026","url":null,"abstract":"There is mixed evidence about the educational impacts of Facebook with some research indicating how using Facebook facilitates academic outcomes while other investigations showing the link of Facebook usage to maladaptive educational outcomes such as reduced academic self-efficacy and performance. Prior studies also paid much attention to the academic-related consequences of this social networking in Western societies such as the United States which might have limited generalizability to students from non-Western countries. This study contributes to this line evidence by exploring whether Facebook use intensity dimensions would predict academic self-efficacy and study habits in selected Filipino undergraduate students using a path analytic approach. A survey packet comprising questionnaires about Facebook use and academic self-efficacy was administered to 566 Filipino undergraduate students. Results of path analysis via full maximum likelihood estimation approach demonstrated that whereas self-expression positively predicted academic self-efficacy, overuse negatively predicted this outcome. Boredom positively predicted study habits. This research has implications for understanding how different motives of using social media platforms can influence academic behaviors in higher education contexts.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"42 1","pages":"26"},"PeriodicalIF":3.2,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81425960","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}

引用次数: 0

An authoring tool for task-oriented dialogue scenarios design in EFL context 英语语境下面向任务的对话场景设计的创作工具

IF 3.2

Research and Practice in Technology Enhanced Learning Pub Date : 2022-12-28 DOI: 10.58459/rptel.2023.18027

Emmanuel Ayedoun, Yuki Hayashi, Kazuhisa Seta

{"title":"An authoring tool for task-oriented dialogue scenarios design in EFL context","authors":"Emmanuel Ayedoun, Yuki Hayashi, Kazuhisa Seta","doi":"10.58459/rptel.2023.18027","DOIUrl":"https://doi.org/10.58459/rptel.2023.18027","url":null,"abstract":"Computer-based conversational environments have been advocated as a promising approach for providing virtual, yet realistic opportunities for communication practice to second language learners. However, the high authoring costs of such environments continue to prevent their widespread diffusion and adoption. Furthermore, there is a limited set of authoring interfaces dedicated to making the creation of dialogue scenarios in the context of language learning easier. In this research, we present a dialogue scenario authoring system that could aid the rapid implementation of desirable dialogue scenarios, lowering the barrier to dialogue scenario authoring for non-programmers or even educators. To that end, we built a pseudo-versatile dialogue scenario authoring interface that enables the automatic generation of services-related dialogue scenarios by leveraging the common underlying structure of services (restaurant, hotel, travel planning, etc.) that appear to share a certain degree of similarity at the task level. Here, we describe the proposed system’s features and present the findings of an experimental evaluation study that suggests the usefulness of our approach to facilitating dialogue scenarios designed by people with no prior experience authoring dialogue systems components. According to an evaluation of the tool by a second language teaching expert, the proposed system might also foster second language teaching and learning by allowing both educators and learners to participate in the design of dialogue scenarios that are adapted to different levels of learners.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"89 1","pages":"27"},"PeriodicalIF":3.2,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84207574","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}

引用次数: 0