Revista Iberoamericana de Tecnologias del Aprendizaje最新文献_第6页

Machine Learning Models for Automatic Classification of Programming Tasks in Python Python编程任务自动分类的机器学习模型

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Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2026-01-01 Epub Date: 2026-06-15 DOI: 10.1109/RITA.2026.3703006

Ginna Viviana Leytón-Yela;Hector Mora;Jesus Insuasti;John Barco-Jimenez

{"title":"Machine Learning Models for Automatic Classification of Programming Tasks in Python","authors":"Ginna Viviana Leytón-Yela;Hector Mora;Jesus Insuasti;John Barco-Jimenez","doi":"10.1109/RITA.2026.3703006","DOIUrl":"https://doi.org/10.1109/RITA.2026.3703006","url":null,"abstract":"This article presents a comparative analysis of automatic error classification in Python programming tasks involving loops, with a focus on machine learning approaches for identifying error types. Three experiments were conducted: the first evaluated traditional machine learning algorithms; the second explored alternative kernel functions in SVM and MLP algorithms; and the third involved two multi-input deep learning models. Following the CRISP-DM methodology, we compiled a dataset of 3000 looped programming tasks, each including a problem description in English, a Python solution, and a classification based on state errors formulated by Gries theory (initial S, final E, state transformation T, and their combinations, totaling seven labels). In preprocessing, the code was partitioned using its AST to align it with Gries states, and both the problem descriptions and code snippets were embedded with Bert, Code-bert, and Graph-code-bert. Ablations were performed to approximate the optimal solutions for each algorithm as closely as possible. The results showed that traditional machine learning algorithms achieved up to 90% accuracy and an MCC of 83%, while alternative kernels marginally improved performance but did not surpass that of traditional algorithms. Deep learning models (ANN-GCB) achieved the best balance, with 94% accuracy and 91% MCC, respectively, demonstrating their superiority for this classification task. The model was validated with external sources from different repositories, yielding an 85% success rate, and with a group of 138 students, achieving a 96.7% correct or partially correct classification rate.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"446-455"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=11563489","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148479543","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}

引用次数: 0

Effect of Structured Collaborative Learning on Computational Thinking in Secondary Education: An Experimental Study Using Scratch-Based Geometry Tasks 结构化协作学习对中等教育计算思维的影响：基于划痕几何任务的实验研究

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Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2026-01-01 Epub Date: 2026-06-17 DOI: 10.1109/RITA.2026.3704512

Elizabeth Rojas Noguera;Javier Jiménez Toledo;Óscar Revelo Sánchez

{"title":"Effect of Structured Collaborative Learning on Computational Thinking in Secondary Education: An Experimental Study Using Scratch-Based Geometry Tasks","authors":"Elizabeth Rojas Noguera;Javier Jiménez Toledo;Óscar Revelo Sánchez","doi":"10.1109/RITA.2026.3704512","DOIUrl":"https://doi.org/10.1109/RITA.2026.3704512","url":null,"abstract":"Computational thinking (CT) has become a key competency in secondary education; however, identifying instructional approaches that effectively support its development remains a challenge. This study investigates the effects of structured collaborative learning on the development of CT, geometry learning, and collaborative skills in secondary school students. A quasi-experimental pretest–posttest design was employed, including an experimental group that engaged in structured collaborative activities and a control group that worked individually on equivalent tasks (n = 36 per group). Student performance was assessed through a multimodal evaluation approach that combined the Computational Thinking Test (CTT), a geometry test aligned with the instructional intervention, and a collaborative skills instrument based on the OECD framework for collaborative problem solving. Additionally, analytical rubrics were used throughout the intervention to monitor students’ performance across six Scratch-based instructional guides that integrated geometry content with fundamental programming concepts. The results indicate that students who participated in the collaborative intervention achieved significantly greater gains in CT compared to those who worked individually, particularly in pattern recognition and debugging skills. Similarly, the experimental group showed greater improvements in geometry performance, especially in tasks associated with pattern recognition and debugging, compared to the control group. In addition, significant improvements were observed in all evaluated dimensions of collaborative skills.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"435-445"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148481820","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

Digital Competence Development Through AI-Supported Teaching Models in Higher Education: A Quasi-Experimental Study 高等教育中人工智能支持教学模式的数字能力发展：一项准实验研究

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Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2026-01-01 Epub Date: 2026-03-04 DOI: 10.1109/RITA.2026.3690236

Benjamín Maraza-Quispe;Edwin Reyes-Villalba;Victor Hugo Rosas-Iman;Lita Marianela Quispe-Flores;Walter Choquehuanca-Quispe;Olga Melina Alejandro-Oviedo;Giuliana Feliciano-Yucra;Atilio Cesar Martínez-Lopez;Roberto Carlos Pari-Viza

{"title":"Digital Competence Development Through AI-Supported Teaching Models in Higher Education: A Quasi-Experimental Study","authors":"Benjamín Maraza-Quispe;Edwin Reyes-Villalba;Victor Hugo Rosas-Iman;Lita Marianela Quispe-Flores;Walter Choquehuanca-Quispe;Olga Melina Alejandro-Oviedo;Giuliana Feliciano-Yucra;Atilio Cesar Martínez-Lopez;Roberto Carlos Pari-Viza","doi":"10.1109/RITA.2026.3690236","DOIUrl":"https://doi.org/10.1109/RITA.2026.3690236","url":null,"abstract":"Artificial intelligence (AI) has progressively transformed higher education by enabling personalized and interactive learning experiences. However, there is still limited empirical evidence on the effectiveness of structured AI-supported pedagogical models in the development of digital competence. The objective of the study was to determine the impact of an AI-supported teaching model on the development of digital competence in university students. A quasi-experimental design with pretest–posttest and a control group was employed, with a sample of 120 students. The experimental group participated in a structured instructional model based on the guided use of generative AI tools, while the control group followed a traditional approach. A validated instrument based on the DigCompEdu framework was used, evaluating five dimensions: Information literacy, digital communication, content creation, security, and problem solving. The results showed statistically significant improvements in all dimensions in the experimental group compared to the control group (p < 0.001). Mean scores increased from approximately 3.0 to 3.8 in the experimental group, while the control group showed minimal improvements. High effect sizes were identified (Cohen’s d = 1.7–1.8), indicating a significant impact of the intervention. In conclusion, structured AI-supported pedagogical models significantly improve digital competence in higher education, highlighting the importance of integrating AI through guided and well-founded pedagogical approaches.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"356-364"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147937452","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

Dashboards for Decision-Making: Acceptance by Municipal and School-Level Educational Administrators 决策仪表板：市级和校级教育管理者的认可

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Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2026-01-01 Epub Date: 2026-06-16 DOI: 10.1109/RITA.2026.3703391

Rogério de Camargo Cortina;Andréa Sabedra Bordin;Jones Baroni Ferreira de Menezes;Vinicius Ramos;Emanuel Marques Queiroga;Tiago Primo;Roberto Muñoz;Cristian Cechinel

{"title":"Dashboards for Decision-Making: Acceptance by Municipal and School-Level Educational Administrators","authors":"Rogério de Camargo Cortina;Andréa Sabedra Bordin;Jones Baroni Ferreira de Menezes;Vinicius Ramos;Emanuel Marques Queiroga;Tiago Primo;Roberto Muñoz;Cristian Cechinel","doi":"10.1109/RITA.2026.3703391","DOIUrl":"https://doi.org/10.1109/RITA.2026.3703391","url":null,"abstract":"As the demand for data-driven strategies in education grows, learning analytics dashboards have proven to be essential tools for enhancing transparency, monitoring, and decision-making at various administrative levels. This study examines the acceptance of a prototype control panel developed to provide relevant information to municipal education departments. Utilizing the Technology Acceptance Model (TAM), the study evaluates dashboard experience satisfaction, perceived ease of use, and behavioral intention to use the implemented dashboards. Data were collected through a survey that included secretaries of education, technical agents, administrative directors, pedagogical coordinators, school principals, and secretaries, after testing and analyzing a functional prototype. The results indicate a high level of satisfaction with the dashboards during phase 3 of the experiment, with an overall dashboard experience satisfaction score of 5.13 on a 7-point scale and a perceived ease of use score of 4.89. Additionally, the behavioral intention to use the dashboards was significant, with a score of 4.89. These findings indicate that participants viewed the dashboards positively as support tools for municipal educational management. The study discusses the practical implications of these results.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"419-426"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148479116","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

Comparing Abstract and Realistic Agent-Led Instructions for Language Learning in Virtual Environments: A Study on Presence Effects 虚拟环境中抽象与现实主体引导语言学习的比较：存在效应研究

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Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2026-01-01 Epub Date: 2026-03-19 DOI: 10.1109/RITA.2026.3675805

Guilherme Gonçalves;Mónica Romão;Bruno Peixoto;Luciana Bessa;Miguel Melo

{"title":"Comparing Abstract and Realistic Agent-Led Instructions for Language Learning in Virtual Environments: A Study on Presence Effects","authors":"Guilherme Gonçalves;Mónica Romão;Bruno Peixoto;Luciana Bessa;Miguel Melo","doi":"10.1109/RITA.2026.3675805","DOIUrl":"https://doi.org/10.1109/RITA.2026.3675805","url":null,"abstract":"This study investigates the impact of virtual agent realism in immersive Virtual Reality (iVR) on foreign-language vocabulary learning. Specifically, it compares the effectiveness of a realistic (human-like) pedagogical virtual agent versus an abstract (non-human-like) one in delivering instructional content. A between-subjects experiment was conducted with 17 participants, divided into two groups, were exposed to either the realistic or abstract agent in an iVR Search-and-Find vocabulary learning task. Learning outcomes were measured using pre- and post-tests (based on word matching translations for 10 German-Portuguese item pairs), while presence-related experiences were assessed via the Igroup Presence Questionnaire and Temple Presence Inventory. Both groups demonstrated significant vocabulary acquisition improvements. However, no significant differences were found between the realistic and abstract agent groups in either learning outcomes or presence scores. The findings suggest that the visual realism of virtual agents may not significantly influence language learning effectiveness or user presence in these iVR environments. These preliminary results imply that abstract agents could be as effective as realistic agents for this type of foreign-language instruction, potentially reducing development resources without compromising learning benefits.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"306-314"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=11447281","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147796229","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}

引用次数: 0

A New Setup of the STEM Lab to Enhance Creative Collaboration Among Deaf Students 建立新的STEM实验室以加强聋人学生的创造性合作

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Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2026-01-01 Epub Date: 2026-04-16 DOI: 10.1109/RITA.2026.3679541

Marco Braga;Gustavo Guttmann;Luis Gustavo Dionysio;Roni Costa

引用次数: 0

Learning Assessment: A Closed-Loop Control Metaphor 学习评估：一个闭环控制的隐喻

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Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2026-01-01 Epub Date: 2026-03-24 DOI: 10.1109/RITA.2026.3677104

Liliana Fernández-Samacá;Sonia E. Díaz-Márquez

{"title":"Learning Assessment: A Closed-Loop Control Metaphor","authors":"Liliana Fernández-Samacá;Sonia E. Díaz-Márquez","doi":"10.1109/RITA.2026.3677104","DOIUrl":"https://doi.org/10.1109/RITA.2026.3677104","url":null,"abstract":"This article proposes a learning assessment model that enables staff to systematize information analysis from learning and teaching scenarios for curriculum evaluation. The learning assessment is represented as a closed-loop control system, with students at the center of the process, staff as the actuator, and students’ impressions and assessment instruments as the sensors. By a matrixial interpretation of curricular mapping for learning assessment. The collected information is represented as course indicators, which are used to calculate learning outcome indicators as the system’s output. In this model, the curricular mapping of the program is represented by a weighted contributions matrix called the ‘program matrix,’ whose coefficients denote the different levels or contributions of the courses to the learning outcomes. Thus, learning outcome indicators are obtained as a linear combination of the weighted contributions to the course. This article also presents an example illustrating the application of the model, in which data from over 12 semesters are analyzed for two engineering programs. We discuss the way in which this model simplifies data acquisition and provides a scalable solution for learning assessment management in curriculum evaluation and warn of the importance of establishing curricular alignment in the curricular mapping and course design stages for the success of the learning assessment.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"230-240"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147606310","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

Assessing Competences in Sustainability, Ethics, and Gender Perspectives in Final Degree Projects 评估可持续性，道德和性别观点在最终学位项目的能力

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Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2026-01-01 Epub Date: 2026-03-26 DOI: 10.1109/RITA.2026.3697049

Adriana Dapena;Paula M. Castro;Lucas Alonso de San Segundo;Óscar Fresnedo

{"title":"Assessing Competences in Sustainability, Ethics, and Gender Perspectives in Final Degree Projects","authors":"Adriana Dapena;Paula M. Castro;Lucas Alonso de San Segundo;Óscar Fresnedo","doi":"10.1109/RITA.2026.3697049","DOIUrl":"https://doi.org/10.1109/RITA.2026.3697049","url":null,"abstract":"The Final Degree Project (FDP) represents the culmination of higher education studies and marks a key transition from academic training to professional practice. This paper aims to analyze the integration of sustainability, ethics, and gender perspectives in the design, development, and evaluation of FDPs, in alignment with the principles of the European Higher Education Area (EHEA). These dimensions are essential for fostering transversal competences that prepare students to address complex social and professional challenges. We propose a general framework for addressing these cross-cutting aspects throughout the different stages of the FDP process. This involves embedding them in course guides, applying them during project development, and integrating them into the final evaluation criteria. Additionally, we present two case studies that illustrate the current state of integration of these dimensions in real FDP contexts. The analysis reveals that, while some sustainability, ethical, and gender-related aspects are already considered, their implementation remains partial and inconsistent. This highlights the need for clearer guidelines, structured methodologies, and greater institutional support to ensure their effective incorporation.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"385-393"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=11535439","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148236403","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}

引用次数: 0

A Low-Cost Educational Tool for Teaching Photovoltaic Systems in Evening Engineering Programs Using Project-Based Learning 在夜间工程课程中使用基于项目的学习来教授光伏系统的低成本教育工具

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Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2026-01-01 Epub Date: 2026-03-16 DOI: 10.1109/RITA.2026.3674332

Renato Kazuo Miyamoto;Wesley Candido da Silva;Vicente de Lima Gongora;Juliani Chico Piai Paiva

{"title":"A Low-Cost Educational Tool for Teaching Photovoltaic Systems in Evening Engineering Programs Using Project-Based Learning","authors":"Renato Kazuo Miyamoto;Wesley Candido da Silva;Vicente de Lima Gongora;Juliani Chico Piai Paiva","doi":"10.1109/RITA.2026.3674332","DOIUrl":"https://doi.org/10.1109/RITA.2026.3674332","url":null,"abstract":"This paper presents the design and validation of a low-cost educational platform for teaching photovoltaic systems in evening engineering programs. The proposed system integrates artificial irradiance, single-axis tracking, and power conversion stages within a structured Project-Based Learning (PBL) framework organized into three Learning Journeys. The artificial lighting model was implemented using a fifth-degree polynomial fit (<inline-formula> <tex-math>$R^{2} gt 0.97$ </tex-math></inline-formula>), and the tracking mechanism reduced voltage variability by approximately 75%. The push-pull DC/DC converter achieved 78% efficiency at 50 W nominal operation, while the inverter stage produced a stable 60 Hz waveform with 18% THD, suitable for laboratory experimentation. Educational assessment involving 44 students indicated positive perceived impact on applied learning and competency development. The proposed solution provides an economically accessible and technically viable alternative for photovoltaic laboratory implementation independent of daylight conditions.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"184-193"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=11435157","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147558097","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}

引用次数: 0

Beyond Translation: Epistemic Justice in the Adaptation of the “Coding as Another Language” Curriculum 超越翻译：“编码是另一种语言”课程改编中的认知正义

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Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2026-01-01 Epub Date: 2026-04-13 DOI: 10.1109/RITA.2026.3683518

Francisca Carocca P.

{"title":"Beyond Translation: Epistemic Justice in the Adaptation of the “Coding as Another Language” Curriculum","authors":"Francisca Carocca P.","doi":"10.1109/RITA.2026.3683518","DOIUrl":"https://doi.org/10.1109/RITA.2026.3683518","url":null,"abstract":"This paper examines how epistemic justice can be advanced through the cultural and linguistic adaptation of early childhood computer science curricula. While STEAM education initiatives often aim to democratize access to technology, they frequently reproduce epistemic hierarchies that favor Western, male, and technocentric ways of knowing. Drawing on theories of epistemic injustice, culturally responsive computing, and early childhood pedagogy, this study explores how the Coding as Another Language (CAL)–ScratchJr curriculum can be localized to redistribute epistemic authority and validate diverse knowledge systems. FCP would like to extend her sincere gratitude to all the partners and team members whose dedication made this work possible. Their contributions throughout the process have been invaluable. Using a multi-site qualitative case study approach, we analyze interviews with three international teams from Greece, Portugal, and Uruguay, demonstrating that adaptation is not merely a technical or linguistic task, but an epistemic practice that involves balancing global frameworks with local pedagogical traditions, linguistic repertoires, and cultural narratives. Ultimately, the paper proposes an adaptation model that advocates for rethinking curriculum adaptation as a process of epistemic redistribution, valuing multiple ways of knowing, empowering teachers, and broadening the recognition of who can be considered a legitimate knower in the global landscape of computing education.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"21 ","pages":"339-345"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147937604","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