Interactive Technology and Smart Education最新文献

{"title":"Can media richness and interaction act as stimulants to medical professionals’ learning persistence in MOOCs via fostering learning engagement?","authors":"Yung-Ming Cheng","doi":"10.1108/itse-09-2022-0116","DOIUrl":"https://doi.org/10.1108/itse-09-2022-0116","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to propose a research model based on the stimulus-organism-response (S-O-R) model to examine whether media richness (MR), human-system interaction (HSI) and human-human interaction (HHI) as technological feature antecedents to medical professionals’ learning engagement (LE) can affect their learning persistence (LP) in massive open online courses (MOOCs).\u0000\u0000\u0000Design/methodology/approach\u0000Sample data for this study were collected from medical professionals at six university-/medical university-affiliated hospitals in Taiwan. A total of 600 questionnaires were distributed, and 309 (51.5%) usable questionnaires were analyzed using structural equation modeling in this study.\u0000\u0000\u0000Findings\u0000This study certified that medical professionals’ perceived MR, HSI and HHI in MOOCs positively affected their emotional LE, cognitive LE and social LE elicited by MOOCs, which together explained their LP in MOOCs. The results support all proposed hypotheses and the research model accounts for 84.1% of the variance in medical professionals’ LP in MOOCs.\u0000\u0000\u0000Originality/value\u0000This study uses the S-O-R model as a theoretical base to construct medical professionals’ LP in MOOCs as a series of the psychological process, which is affected by MR and interaction (i.e. HSI and HHI). Noteworthily, three psychological constructs, emotional LE, cognitive LE and social LE, are adopted to represent medical professionals’ organisms of MOOCs adoption. To date, hedonic/utilitarian concepts are more commonly adopted as organisms in prior studies using the S-O-R model and psychological constructs have received lesser attention. Hence, this study enriches the S-O-R model into an invaluable context, and this study’s contribution on the application of capturing psychological constructs for completely explaining three types of technological features as external stimuli to medical professionals’ LP in MOOCs is well-documented.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":" ","pages":""},"PeriodicalIF":4.4,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43519914","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":"Artificial intelligence in personalised learning: a bibliometric analysis","authors":"K. Li, B. Wong","doi":"10.1108/itse-01-2023-0007","DOIUrl":"https://doi.org/10.1108/itse-01-2023-0007","url":null,"abstract":"\u0000Purpose\u0000This paper aims to present a comprehensive overview of the patterns and trends of publications on artificial intelligence (AI) in personalised learning. It addresses the need to investigate the intellectual structure and development of this area in view of the growing amount of related research and practices.\u0000\u0000\u0000Design/methodology/approach\u0000A bibliometric analysis was conducted to cover publications on AI in personalised learning published from 2000 to 2022, including a total of 1,005 publications collected from the Web of Science and Scopus. The patterns and trends in terms of sources of publications, intellectual structure and major topics were analysed.\u0000\u0000\u0000Findings\u0000Research on AI in personalised learning has been widely published in various sources. The intellectual bases of related work were mostly on studies on the application of AI technologies in education and personalised learning. The relevant research covered mainly AI technologies and techniques, as well as the design and development of AI systems to support personalised learning. The emerging topics have addressed areas such as big data, learning analytics and deep learning.\u0000\u0000\u0000Originality/value\u0000This study depicted the research hotspots of personalisation in learning with the support of AI and illustrated the evolution and emerging trends in the field. The results highlight its latest developments and the need for future work on diverse means to support personalised learning with AI, the pedagogical issues, as well as teachers’ roles and teaching strategies.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":"20 1","pages":"422-445"},"PeriodicalIF":4.4,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62052276","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":"Educational metaverse: an exploration and practice of VR wisdom teaching model in Chinese Open University English course","authors":"Jing Yuan, Yongquan Liu, Xichun Han, Aiping Li, LIli Zhao","doi":"10.1108/itse-10-2022-0140","DOIUrl":"https://doi.org/10.1108/itse-10-2022-0140","url":null,"abstract":"\u0000Purpose\u0000The paper aims to propose a virtual reality (VR) wisdom teaching model in open university English course from the perspective of “Metaverse”. The study aims to testify the stimulation for English learning and the effectiveness of English-expressing with VR tools for adult learners from the practice in a pilot reform project.\u0000\u0000\u0000Design/methodology/approach\u0000The paper opted for an exploratory study using ICARE Design Model as the framework, under the grounded theories of constructivism and multi-modal teaching. The study compared the evaluation data of one-semester English learning performance between the experimental class (67 students) with VR practice and the controlled class (67 students), including speaking test score, qualitative feedback and in-depth experience analysis. The data were complemented by reflection paper analysis, including manual evaluation (the criteria of semantics, pronunciation, fluency and completeness), questionnaire survey (in the form of five-point Likert scale) and semi-structured interview.\u0000\u0000\u0000Findings\u0000The paper provides empirical insights about the VR wisdom teaching model in English language teaching and learning in a Chinese Open University. The empirical results suggest that “3I” features of VR technology could make up for the shortcomings of traditional English classes in open universities in China, and VR resources designed with curriculum teaching materials could also be helpful for students’ command of knowledge points and language skills. What’s more, the sense of authentic experience in virtual could promote the teaching and learning effect in college English classes.\u0000\u0000\u0000Research limitations/implications\u0000The present study focuses on a wisdom mode of foreign language teaching and learning for adult learners in open education, so the research results may lack generalizability. Therefore, researchers are encouraged to further explore the deep integration of VR/artificial intelligence in foreign language teaching and learning.\u0000\u0000\u0000Originality/value\u0000This paper fulfills an identified need to study how VR tools provide an engaging, fun and immersive language learning environment, to enhance autonomous learning and learning engagement.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":"20 1","pages":"403-421"},"PeriodicalIF":4.4,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62051888","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":"Assessing the Zoom learning experience of the elderly under the effects of COVID in Hong Kong: application of the IPO model","authors":"L. K. Ching, Carol Y.K. Lee, Chris Y. K. Wong, M. T. Lai, Amy Lip","doi":"10.1108/itse-12-2022-0184","DOIUrl":"https://doi.org/10.1108/itse-12-2022-0184","url":null,"abstract":"\u0000Purpose\u0000This study aims to investigate the perceptions of elderly learners in experiencing Zoom learning under the effects of COVID in the case of Hong Kong.\u0000\u0000\u0000Design/methodology/approach\u0000An online survey and focus group interviews have been conducted with quantitative and qualitative approaches, respectively. The survey design was based on the input-process-output (IPO) model conceptual framework and used to assess students’ perceptions regarding their Zoom learning experiences at the Elder Academy of Hong Kong Metropolitan University. Thereafter, selected students were invited to participate in focus group interviews to offer more in-depth comments for analysis purposes. Statistical Product and Service Solutions software and SmartPLS were used for data analysis of the survey, and content analysis was used to summarize opinions from the focus group interviews; thus, a comprehensive picture of elderly learners’ learning experiences on Zoom is presented.\u0000\u0000\u0000Findings\u0000An overall positive perception was the result of elderly learners’ Zoom learning journeys, particularly in the “input” and “process” stages of the IPO model. Yet, their perception of the “learning outcomes achieved” level in the “output” stage was lower among the rest, thus strongly affected by the factors of “interactions” and “teaching” experienced by elderly learners on Zoom. Although the perception of the youngest age group was more positive, none have agreed that Zoom learning was more favourable when compared with the traditional face-to-face mode.\u0000\u0000\u0000Originality/value\u0000Given Zoom as the short-term replacement option under the COVID pandemic, this study will provide recommendations for educators/institutions to improve their design of the whole learning process for elderly learners on the Zoom platform.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":"20 1","pages":"367-384"},"PeriodicalIF":4.4,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62052669","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":"e-Tutor: understanding the use of Facebook for informal learning through the lens of uses and gratifications theory","authors":"R. Ali","doi":"10.1108/itse-12-2022-0180","DOIUrl":"https://doi.org/10.1108/itse-12-2022-0180","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to describe university students’ motivations for using Facebook as an informal learning tool and explore the key barriers that may inhibit learning on the social media platform.\u0000\u0000\u0000Design/methodology/approach\u0000A case study approach was adopted in this study. Participants were 82 university students who participated in “e-Tutor” – an informal learning activity, conducted through Facebook. Focus group interviews were conducted, and students’ interactions on Facebook were also analysed to understand their motives for using the social media platform for learning. The uses and gratifications theory was used to explore student motivations for participating in the learning activity.\u0000\u0000\u0000Findings\u0000Results suggest that students perceived Facebook as a potential tool for learning and identified multiple motivating factors for their participation that included information seeking, convenience, connectedness, entertainment and reward seeking. Results also show that time constraints, social anxiety and cultural issues may inhibit learners’ active participation on social media platforms such as Facebook.\u0000\u0000\u0000Originality/value\u0000This study outlines an approach to use readily available and low-cost technological tools in learning design and provides some insights for teachers to design ubiquitous and personalised learning environments for students using such technologies, particularly social media. Specifically, Facebook offered a way to engage students in informal learning which can supplement students’ formal learning trajectories at university. While the uses and gratifications students sought through Facebook had an overall positive effect on their participation in e-Tutor activity, certain barriers can impede student active participation in learning environments on social media sites such as Facebook.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":"20 1","pages":"385-402"},"PeriodicalIF":4.4,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62052648","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":"Empowering higher education students to monitor their learning progress: opportunities of computerised classification testing","authors":"Dirk Ifenthaler, Muhittin Şahin","doi":"10.1108/itse-11-2022-0150","DOIUrl":"https://doi.org/10.1108/itse-11-2022-0150","url":null,"abstract":"Purpose\u0000This study aims to focus on providing a computerized classification testing (CCT) system that can easily be embedded as a self-assessment feature into the existing legacy environment of a higher education institution, empowering students with self-assessments to monitor their learning progress and following strict data protection regulations. The purpose of this study is to investigate the use of two different versions (without dashboard vs with dashboard) of the CCT system during the course of a semester; to examine changes in the intended use and perceived usefulness of two different versions (without dashboard vs with dashboard) of the CCT system; and to compare the self-reported confidence levels of two different versions (without dashboard vs with dashboard) of the CCT system.\u0000\u0000\u0000Design/methodology/approach\u0000A total of N = 194 students from a higher education institution in the area of economic and business education participated in the study. The participants were provided access to the CCT system as an opportunity to self-assess their domain knowledge in five areas throughout the semester. An algorithm was implemented to classify learners into master and nonmaster. A total of nine metrics were implemented for classifying the performance of learners. Instruments for collecting co-variates included the study interest questionnaire (Cronbach’s a = 0. 90), the achievement motivation inventory (Cronbach’s a = 0. 94), measures focusing on perceived usefulness and demographic data.\u0000\u0000\u0000Findings\u0000The findings indicate that the students used the CCT system intensively throughout the semester. Students in a cohort with a dashboard available interacted more with the CCT system than students in a cohort without a dashboard. Further, findings showed that students with a dashboard available reported significantly higher confidence levels in the CCT system than participants without a dashboard.\u0000\u0000\u0000Originality/value\u0000The design of digitally supported learning environments requires valid formative (self-)assessment data to better support the current needs of the learner. While the findings of the current study are limited concerning one study cohort and a limited number of self-assessment areas, the CCT system is being further developed for seamless integration of self-assessment and related feedback to further reveal unforeseen opportunities for future student cohorts.","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":"20 1","pages":"350-366"},"PeriodicalIF":4.4,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62052605","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":"Student motivations for social media use and their effects on academic performance- a meditational approach in emerging market","authors":"A. Kalam, Chai-Lee Goi, Ying Ying Tiong","doi":"10.1108/itse-09-2022-0115","DOIUrl":"https://doi.org/10.1108/itse-09-2022-0115","url":null,"abstract":"\u0000Purpose\u0000Due to the incredible criticisms by scholars of the excessive use of social media networks, this study aims to explore students’ motivation for social media use (SMU) and its effects on academic performance (AP) in the light of uses and gratification theory.\u0000\u0000\u0000Design/methodology/approach\u0000Using the simple random and snowball sampling techniques, this study has considered 299 responses and critically analyzed them using structural equation modeling through the AMOS version 24. The mediation analysis has been done to explore the effective use of social media networks.\u0000\u0000\u0000Findings\u0000The results reveal that video clip watching and nonacademic learning intentions significantly influence SMU and AP. Besides, socialization through friends and family connections has tremendously fostered SMU intention, while it could not benefit AP. This study found an exceptional result that the entertainment intention of the students did not influence SMU but dramatically impacted their AP. Again, SMU has robust effects on enhancing students’ academic achievement. This study also concluded the results of the mediation analysis.\u0000\u0000\u0000Practical implications\u0000The learners, professionals, higher education policymakers, etc. may benefit from following this study's guidelines for using social media networks.\u0000\u0000\u0000Social implications\u0000This study may tremendously contribute to changing the mindset of youth from addiction to SMU and improving AP.\u0000\u0000\u0000Originality/value\u0000The prime novelty of this study is to justify the mediation analysis for SMU to explore whether it can truly influence students’ AP and critically examine the deep insight of certain factors associated with SMU.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":"20 1","pages":"313-334"},"PeriodicalIF":4.4,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62052335","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":"Do avatar-assisted virtual classrooms work for students with low speaking confidence?: A qualitative study","authors":"Yoko Hirata","doi":"10.1108/itse-10-2022-0142","DOIUrl":"https://doi.org/10.1108/itse-10-2022-0142","url":null,"abstract":"\u0000Purpose\u0000This study aims to explore if and to what extent an online avatar-assisted virtual classroom can work to alleviate groups of Japanese university students’ anxiety around giving spoken presentations. It also explores how to create a more inclusive language learning environment and encourage interaction between the students in the virtual classroom.\u0000\u0000\u0000Design/methodology/approach\u0000A self-reported survey compares the same group of students’ responses to three learning contexts: an everyday in-person or conventional English learning classroom; an online videoconferencing-based classroom, via Zoom; and an online “virtual” or avatar-based classroom simulation, via the software “Gather”.\u0000\u0000\u0000Findings\u0000The findings suggest that the avatar-assisted virtual classroom helps students experience the least amount of fear and apprehension when speaking out loud in English and improves their speaking confidence. Similar to the findings in terms of everyday in-person lessons, the overwhelming majority of students attending Zoom lessons showed high levels of anxiety toward speaking out loud.\u0000\u0000\u0000Originality/value\u0000Challenges making use of the target language remain a persistent source of stress for Japanese students. The global shift toward online learning and the associated technologies have created opportunities to experiment with novel approaches to teaching. The discussion considers the data in the context of online classroom environments and existing speaking anxiety research. While the sample size is small, this study seeks to provide a safe and non-threatening learning environment for disadvantaged and diverse students, as well as suggestions for further research.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":"20 1","pages":"335-349"},"PeriodicalIF":4.4,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62051927","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":"A bibliometric analysis of artificial intelligence chatbots in educational contexts","authors":"Yupeng Lin, Zhonggen Yu","doi":"10.1108/itse-12-2022-0165","DOIUrl":"https://doi.org/10.1108/itse-12-2022-0165","url":null,"abstract":"\u0000Purpose\u0000The application of artificial intelligence chatbots is an emerging trend in educational technology studies for its multi-faceted advantages. However, the existing studies rarely take a perspective of educational technology application to evaluate the application of chatbots to educational contexts. This study aims to bridge the research gap by taking an educational perspective to review the existing literature on artificial intelligence chatbots.\u0000\u0000\u0000Design/methodology/approach\u0000This study combines bibliometric analysis and citation network analysis: a bibliometric analysis through visualization of keyword, authors, organizations and countries and a citation network analysis based on literature clustering.\u0000\u0000\u0000Findings\u0000Educational applications of chatbots are still rising in post-COVID-19 learning environments. Popular research issues on this topic include technological advancements, students’ perception of chatbots and effectiveness of chatbots in different educational contexts. Originating from similar technological and theoretical foundations, chatbots are primarily applied to language education, educational services (such as information counseling and automated grading), health-care education and medical training. Diversifying application contexts demonstrate specific purposes for using chatbots in education but are confronted with some common challenges. Multi-faceted factors can influence the effectiveness and acceptance of chatbots in education. This study provides an extended framework to facilitate extending artificial intelligence chatbot applications in education.\u0000\u0000\u0000Research limitations/implications\u0000The authors have to acknowledge that this study is subjected to some limitations. First, the literature search was based on the core collection on Web of Science, which did not include some existing studies. Second, this bibliometric analysis only included studies published in English. Third, due to the limitation in technological expertise, the authors could not comprehensively interpret the implications of some studies reporting technological advancements. However, this study intended to establish its research significance by summarizing and evaluating the effectiveness of artificial intelligence chatbots from an educational perspective.\u0000\u0000\u0000Originality/value\u0000This study identifies the publication trends of artificial intelligence chatbots in educational contexts. It bridges the research gap caused by previous neglection of treating educational contexts as an interconnected whole which can demonstrate its characteristics. It identifies the major application contexts of artificial intelligence chatbots in education and encouraged further extending of applications. It also proposes an extended framework to consider that covers three critical components of technological integration in education when future researchers and instructors apply artificial intelligence chatbots to new educational contexts.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":" ","pages":""},"PeriodicalIF":4.4,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46242212","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":"Anomaly detection in the course evaluation process: a learning analytics–based approach","authors":"Anagha Vaidya, Saurabh Sharma","doi":"10.1108/itse-09-2022-0124","DOIUrl":"https://doi.org/10.1108/itse-09-2022-0124","url":null,"abstract":"\u0000Purpose\u0000Course evaluations are formative and are used to evaluate learnings of the students for a course. Anomalies in the evaluation process can lead to a faulty educational outcome. Learning analytics and educational data mining provide a set of techniques that can be conveniently applied to extensive data collected as part of the evaluation process to ensure remedial actions. This study aims to conduct an experimental research to detect anomalies in the evaluation methods.\u0000\u0000\u0000Design/methodology/approach\u0000Experimental research is conducted with scientific approach and design. The researchers categorized anomaly into three categories, namely, an anomaly in criteria assessment, subject anomaly and anomaly in subject marks allocation. The different anomaly detection algorithms are used to educate data through the software R, and the results are summarized in the tables.\u0000\u0000\u0000Findings\u0000The data points occurring in all algorithms are finally detected as an anomaly. The anomaly identifies the data points that deviate from the data set’s normal behavior. The subject which is consistently identified as anomalous by the different techniques is marked as an anomaly in evaluation. After identification, one can drill down to more details into the title of anomalies in the evaluation criteria.\u0000\u0000\u0000Originality/value\u0000This paper proposes an analytical model for the course evaluation process and demonstrates the use of actionable analytics to detect anomalies in the evaluation process.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":" ","pages":""},"PeriodicalIF":4.4,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44295542","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}