Information and Learning Sciences最新文献

{"title":"Surfacing the complex conceptions of equity across making and tinkering spaces","authors":"Ricarose Roque, Stephanie Hladik, Celeste Moreno, Ronni Hayden","doi":"10.1108/ils-10-2022-0115","DOIUrl":"https://doi.org/10.1108/ils-10-2022-0115","url":null,"abstract":"\u0000Purpose\u0000Relatively few studies have examined the perspectives of informal learning facilitators who play key roles in cultivating an equitable learning environment for nondominant youth and families in making and tinkering spaces. This study aims to foreground the perspectives of facilitators and highlight the complexities and tensions that influence their equity work.\u0000\u0000\u0000Design/methodology/approach\u0000Interviews were conducted with facilitators of making and tinkering spaces across three informal learning organizations: a museum, a public library system and a network of community technology centers. This study then used a framework that examined equity along dimensions of access to what, for whom, based on whose values and toward what ends to analyze both the explicit and implicit conceptions of equity that surfaced in these interviews.\u0000\u0000\u0000Findings\u0000Across organizations, this study identified similarities and differences in facilitators’ conceptualizations of equity that were influenced by their different contexts and had implications for practice at each organization. Highlighting the complexity of enacting equity in practice, this study found moments when dimensions of equity came together in resonant ways, while other moments showed how dimensions can be in tension with each other.\u0000\u0000\u0000Practical implications\u0000The complexity that facilitators must navigate to enact equity in their practice emphasizes the need for professional development and support for facilitators to deepen their conceptions and practices around equity beyond access – not just skill building in making and tinkering.\u0000\u0000\u0000Originality/value\u0000This study recognizes the important role that facilitators play in enabling equity-oriented participation in making and tinkering spaces and contributes the “on the ground” perspectives of facilitators to highlight the complexity and tensions of enacting equity in practice.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"10 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84915259","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}

{"title":"Just asking questions: can a far-right president turn agentic knowledge construction into political manipulation?","authors":"Renato Russo, Paulo Blikstein","doi":"10.1108/ils-10-2022-0118","DOIUrl":"https://doi.org/10.1108/ils-10-2022-0118","url":null,"abstract":"\u0000Purpose\u0000There are several connections between education and disinformation, including the association between years of schooling and vulnerability to unfounded hypothesizing. The purpose of this paper is to inquire into a competing explanation: political leaders might be exploring powerful teaching and learning strategies to disseminate agendas based on baseless assumptions, exploiting human’s tendency to generate robust theories even with incomplete or incorrect information.\u0000\u0000\u0000Design/methodology/approach\u0000The authors analyzed ten videos published online by a highly partisan YouTube channel. The footage contained informal encounters between former Brazilian President Jair Bolsonaro and supporters in front of his official residence. The team sought to answer two research questions: Do Mr Bolsonaro’s discursive moves include activators that lead the audience to understand that they are theorizing and reaching conclusions “on their own?” Does Mr Bolsonaro’s audience follow those clues and mention politically motivated hoaxes and conspiracy theories in their comments? This paper draws on perspectives from the field of educational research to investigate the mechanisms used by the president to shape public opinion.\u0000\u0000\u0000Findings\u0000The authors found evidence of the employment of elements akin to classroom discourse in the dialogues led by Mr Bolsonaro. Specifically, different types of rhetorical questions are present to a substantial extent in the data subset analyzed for this paper.\u0000\u0000\u0000Originality/value\u0000This work offers an alternative perspective to analyzing disinformation. By drawing from established literature from education research, this paper departs from facile explanations that take for granted the lack of intelligence of the audience. Conversely, it argues that popular, if not powerful, teaching and learning strategies might play an undesired role by shaping individuals’ cognitive processes to create robust, internally consistent theories about the world using flawed assumptions and incorrect “building blocks.”\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"47 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87426799","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}

{"title":"Digital media and creative economy potential on youth employment in Kenya: a grounded theory perspective","authors":"John M Muchira","doi":"10.1108/ils-03-2022-0043","DOIUrl":"https://doi.org/10.1108/ils-03-2022-0043","url":null,"abstract":"\u0000Purpose\u0000Kenya leads East Africa in creative goods export and enjoys high internet penetration. Therefore, identifying pathways, missed opportunities for accelerating job creation and development in the sector and strategies for mitigating youth-related challenges are essential. This paper therefore aims to examine the effects of digital media and the cultural and creative industry (CCI) on youth employment and economic development.\u0000\u0000\u0000Design/methodology/approach\u0000The document review and analysis data came from 45 scientific and 23 grey literature articles. While the lack of primary data is a study limitation, secondary data were drawn from the United Nations Conference on Trade and Development Statistics and the 2016–2022 entertainment and media outlook analysis. Microsoft Excel 2021 for Windows was used to analyze quantitative data and generate results.\u0000\u0000\u0000Findings\u0000Since the CCI sector is characterized by limited financial opportunities, low youth participation in the labor force and weak policy frameworks, success in the industry requires key pathways. These include investment in digital-led innovations, developing innovative models, building partnerships with the private sector, strategic investment by government in the potential creative industry sub-sectors and identifying successful scaling-up models.\u0000\u0000\u0000Originality/value\u0000Information gathered through this study is crucial to counter the youth unemployment challenge and strategy identification, which could be used in skills and capabilities development in the potential creative economy. Future researchers must explore how to apply the proposed creative capacity theoretical lens to inform research in the sector.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"41 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73030231","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}

{"title":"Meaning making and relatedness: exploring critical data literacies on social media","authors":"Hanhthi Nguyen, Prasina Parameswaran","doi":"10.1108/ils-02-2023-0016","DOIUrl":"https://doi.org/10.1108/ils-02-2023-0016","url":null,"abstract":"\u0000Purpose\u0000The goal of this study is to explore how content creators engage in critical data literacies on TikTok, a social media site that encourages the creation and dissemination of user-created, short-form videos. Critical data literacies encompass the ability to reason with, critique, control, and repurpose data for creative uses. Existing work on critical data literacies on social media has focused on understanding of personal data, critique of data use, and strategies to protect privacy. This work focuses on how TikTok content creators repurpose data to construct their own narratives.\u0000\u0000\u0000Design/methodology/approach\u0000Through hashtag search, the authors created a corpus of 410 TikTok videos focused on discussing environmental and climate action, and qualitatively coded the videos for data literacies practices and video features (audio, footage, background images) that may support these practices.\u0000\u0000\u0000Findings\u0000Content creators engaged in multiple practices to attach meanings to data and situate environmental and climate action discourse in lived experiences. While there were instances of no data practices, we found cases where creators compiled different data sources, situated data in personal and local contexts, and positioned their experiences as data points to supplement or counter other statistics. Creators further leveraged the platform’s technical features, particularly the ability to add original audio and background images, to add narratives to the collective discourse.\u0000\u0000\u0000Originality/value\u0000This study presents a unique focus on examining critical data literacies on social media. Findings highlight how content creators repurpose data and integrate personal experiences. They illustrate platform features to support data practices and inform the design of learning environments.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"62 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86024291","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}

{"title":"Reminders, reflections, and relationships: insights from the design of a chatbot for college advising","authors":"Ha Nguyen, John Lopez, B. Homer, A. Ali, June Ahn","doi":"10.1108/ils-10-2022-0116","DOIUrl":"https://doi.org/10.1108/ils-10-2022-0116","url":null,"abstract":"\u0000Purpose\u0000In the USA, 22–40% of youth who have been accepted to college do not enroll. Researchers call this phenomenon summer melt, which disproportionately affects students from disadvantaged backgrounds. A major challenge is providing enough mentorship with the limited number of available college counselors. The purpose of this study is to present a case study of a design and user study of a chatbot (Lilo), designed to provide college advising interactions.\u0000\u0000\u0000Design/methodology/approach\u0000This study adopted four primary data sources to capture aspects of user experience: daily diary entries; in-depth, semi-structured interviews; user logs of interactions with the chatbot; and daily user surveys. User study was conducted with nine participants who represent a range of college experiences.\u0000\u0000\u0000Findings\u0000Participants illuminated the types of interactions designs that would be particularly impactful for chatbots for college advising including setting reminders, brokering social connections and prompting deeper introspection that build efficacy and identity toward college-going.\u0000\u0000\u0000Originality/value\u0000As a growing body of human-computer interaction research delves into the design of chatbots for different social interactions, this study illuminates key design needs for continued work in this domain. The study explores the implications for a specific domain to improve college enrollment: providing college advising to youth.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"40 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81009003","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}

{"title":"Defining perplexity and reflective thinking in a game-based learning environment","authors":"Ekta Shokeen, David Weintrop, Anthony Pellicone, Peter F. Moon, D. Ketelhut, Michel Cukier, J. Plane","doi":"10.1108/ils-10-2022-0112","DOIUrl":"https://doi.org/10.1108/ils-10-2022-0112","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to understand the role of perplexity in young players’ experiences within an educational videogame and how reflective thinking can help them to get out of perplexing scenarios.\u0000\u0000\u0000Design/methodology/approach\u0000We used a constructivist grounded theory approach and the lenses of Dewey’s conceptualization of perplexity and reflective thinking to examine young players’ in-game experiences.\u0000\u0000\u0000Findings\u0000We find that perplexity in gameplay is an experience that occurs when players encounter uncertainty about where to go or what to do next in the game. Findings reveal that while playing an educational game players engaged in two forms of perplexity – exploration-based and puzzle-based. Additionally, we unpack how players overcome these perplexing scenarios by reflecting on the information provided in the game.\u0000\u0000\u0000Research limitations/implications\u0000While in a state of perplexity, reflecting on the in-game information aids players to think and make meaning, thus supporting learning. We provide suggestions for how to better utilize perplexity as an in-game design mechanism to encourage young players to reflect on in-game information.\u0000\u0000\u0000Originality/value\u0000This empirical study is original in its context of studying the phenomenon of perplexity in videogames and young players’ in-game reflection experiences.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"101 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75935952","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}

{"title":"Bio-networking among librarians, parents, and children in a modern children’s library: a phenomenological study","authors":"B. M. Guirguis, Negmeldin Omer Alsheikh","doi":"10.1108/ils-09-2022-0107","DOIUrl":"https://doi.org/10.1108/ils-09-2022-0107","url":null,"abstract":"\u0000Purpose\u0000This study aimed to understand how parents and librarians describe their lived experiences in a modern children’s library that aims to create a triad bond through the organization of multiliteracy events and activities.\u0000\u0000\u0000Design/methodology/approach\u0000The study used a phenomenological case study approach using two semistructured interviews, the first with parents (n = 5) and the second with library staff (n = 5), to record their lived experiences in creating and attending literacy events and activities.\u0000\u0000\u0000Findings\u0000The findings indicated multiplicities of transformative and heterotypic spaces that juxtapose different yet compatible and vicarious experiences for librarians, parents and their children. The virtual and interactive features of the library fuel children’s curiosity and creativity and afford them authentic materials through a creative blend of local heritage and technology-mediated multimodal literacies. Moreover, the librarians engage in constant program evaluation and upgrades. The library environment creates a vibrant bio-network for disseminating literacy through creativity and ingenuity and affords an affinity space for community socialization.\u0000\u0000\u0000Research limitations/implications\u0000This study has some limitations and delimitations. The data for this study were collected during the pandemic, which affected the sample size. Moreover, the children’s views were not considered, which could broaden our understanding of the phenomena. Furthermore, the study relied on interviews as the sole source of data; other sources, such as archival data and documents, could enrich the data and increase the study’s rigor. Finally, the study is confined to only one site.\u0000\u0000\u0000Practical implications\u0000The study found that a “living library” philosophy with an enthusiastic and attentive staff that caters to patrons’ interests draws parents and children to visit. Additionally, unexpected fun activities that occur when sufficient children are present keep them engaged and motivated to stay and learn more. The study suggests that librarians, architects, school leaders, policymakers and educators should consider how to conceptualize, design and experience a modern library space that prioritizes literacy activities and incorporates technology to inspire children’s innovations. The findings can be applied to both public and academic libraries.\u0000\u0000\u0000Originality/value\u0000The findings from this study could provide researchers, teachers, administrators, librarians and artificial intelligence with a viable orientation to envision new ways of reconceptualizing public and school libraries to create affinity spaces for the literate community, especially in a non-western context such as the United Arab Emirates.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"119 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78546492","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}

{"title":"“Over 800 data points”: how coaches and athletes collectively navigate data-rich learning encounters","authors":"N. Turcotte, Ty Hollett","doi":"10.1108/ils-06-2022-0084","DOIUrl":"https://doi.org/10.1108/ils-06-2022-0084","url":null,"abstract":"\u0000Purpose\u0000The datafication of teaching and learning settings continues to be of broad interest to the learning sciences. In response, this study aims to explore a non-traditional learning setting, specifically two Golf Teaching and Research Programs, to investigate how athletes and coaches capture, analyze and use performance data to improve their practice. Athletic settings are well known for spurring the proliferation of personal data about performance across a range of contexts and ability levels. In these contexts, interest in athletes’ experiences with data has often been overshadowed by a focus on the technologies capturing the data and their capabilities.\u0000\u0000\u0000Design/methodology/approach\u0000This ethnographic research focuses on the data-rich experiences of golf coaches and students during two pedagogical encounters. Using Balka and Star’s (2015) concept of shadow bodies, this article explores how golfing bodies can become infused with data, creating partial representations of a lived experience that can be augmented and manipulated for pedagogical purposes, depending on the context and the individuals involved.\u0000\u0000\u0000Findings\u0000Interaction analysis helps the authors to examine the embodied and interactional nature of coach-golfer pedagogical encounters across two sites, a local Professional Golf Association golf course and a Swing Analysis Lab. The authors also split these encounters into two episodes to identify how coaches and golfers use partial representations of their bodies to analyze performance and interpret data.\u0000\u0000\u0000Originality/value\u0000This research suggests that as data-driven practices continue to engulf athletic settings, and teaching and learning settings broadly, emphasis needs to be placed on ensuring that athletes (learners) – from the most recreational to elite users – have an embodied understanding of their performance to improve their ability. Furthermore, this article raises questions about what data gets shared between instructors and athletes and how that data is used.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"45 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77308849","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}

{"title":"How do the kids speak? Improving educational use of text mining with child-directed language models","authors":"Peter Organisciak, Michele Newman, David Eby, Selcuk Acar, Denis G. Dumas","doi":"10.1108/ils-06-2022-0082","DOIUrl":"https://doi.org/10.1108/ils-06-2022-0082","url":null,"abstract":"\u0000Purpose\u0000Most educational assessments tend to be constructed in a close-ended format, which is easier to score consistently and more affordable. However, recent work has leveraged computation text methods from the information sciences to make open-ended measurement more effective and reliable for older students. The purpose of this study is to determine whether models used by computational text mining applications need to be adapted when used with samples of elementary-aged children.\u0000\u0000\u0000Design/methodology/approach\u0000This study introduces domain-adapted semantic models for child-specific text analysis, to allow better elementary-aged educational assessment. A corpus compiled from a multimodal mix of spoken and written child-directed sources is presented, used to train a children’s language model and evaluated against standard non-age-specific semantic models.\u0000\u0000\u0000Findings\u0000Child-oriented language is found to differ in vocabulary and word sense use from general English, while exhibiting lower gender and race biases. The model is evaluated in an educational application of divergent thinking measurement and shown to improve on generalized English models.\u0000\u0000\u0000Research limitations/implications\u0000The findings demonstrate the need for age-specific language models in the growing domain of automated divergent thinking and strongly encourage the same for other educational uses of computation text analysis by showing a measurable difference in the language of children.\u0000\u0000\u0000Social implications\u0000Understanding children’s language more representatively in automated educational assessment allows for more fair and equitable testing. Furthermore, child-specific language models have fewer gender and race biases.\u0000\u0000\u0000Originality/value\u0000Research in computational measurement of open-ended responses has thus far used models of language trained on general English sources or domain-specific sources such as textbooks. To the best of the authors’ knowledge, this paper is the first to study age-specific language models for educational assessment. In addition, while there have been several targeted, high-quality corpora of child-created or child-directed speech, the corpus presented here is the first developed with the breadth and scale required for large-scale text modeling.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"6 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87297098","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}

{"title":"Telepresence robots from the perspective of psychology and educational sciences","authors":"S. Virkus, Janika Leoste, Kristel Marmor, Tiina Kasuk, A. Talisainen","doi":"10.1108/ils-09-2022-0106","DOIUrl":"https://doi.org/10.1108/ils-09-2022-0106","url":null,"abstract":"\u0000Purpose\u0000Telepresence robots (TPRs) are an emerging field of application and research that have received attention from various disciplines, including computer science, telehealth and education. The purpose of this study is to conduct a bibliometric analysis of publications on TPR in the Web of Science database from 1980 to 2022 to gain a better understanding of the state of research on TPRs and explore the role of pedagogical and psychological aspects in this research.\u0000\u0000\u0000Design/methodology/approach\u0000The analysis of research publications on TPRs was made on the basis of papers published in the Web of Science database from 1980 to 2022. The following research questions were proposed: What are the main tendencies in publication years, document types, countries of origin, source titles, publication authors, affiliations of authors and the most cited articles related to TPRs? What are the main topics discussed in the publications from the perspective of psychology? What are the main topics discussed in the publications from the perspective of educational sciences?\u0000\u0000\u0000Findings\u0000The results indicate that it is in the computer science where most of the existing research has been conducted, whereas the interest in the psychology and educational science has been relatively low. The greatest regional contributor has been the USA, whereas the effort in the European Union lags behind. Research publications in psychology in the Web of Science database related to TPRs can be grouped into three broad thematic categories: features of TPRs, degree of social presence compared to physical presence or other mediated technologies and opportunities for using TPRs. The results suggest that from the perspective of psychology, TPRs are one of the approaches that could enable greater social presence in remote communication. Most of the analysed papers in educational sciences investigated the opportunities of using TPRs in various educational fields. However, while the findings of the studies indicated significant potential of TPRs for education, their acceptance for wider use is still challenged.\u0000\u0000\u0000Research limitations/implications\u0000The limitations of this research are that this study only analysed research papers in the Web of Science database and therefore only covers a limited number of scientific papers published in the field of psychology and educational sciences on TPRs. In addition, only publications with the term “telepresence robots” in the topic area of the Web of Science database were analysed. Therefore, several relevant studies are not discussed in this paper that are not reflected in the Web of Science database or were related to other keywords.\u0000\u0000\u0000Originality/value\u0000The field of TPRs has not been explored using a bibliographic analysis of publications in the Web of Science database from the perspective of psychology and educational sciences. The findings of this paper will help researchers and academic staff better understand the state of research on TPRs and the","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"6 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75464757","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}