QUALITY ASSURANCE IN EDUCATION最新文献

{"title":"The impact of gamification on meaningful learning and student performance in an undergraduate online engineering course","authors":"Cecilia Madero-Gonzalez, Jesus Vazquez-Hernandez, Fernando Gonzalez Aleu","doi":"10.1108/qae-08-2024-0163","DOIUrl":"https://doi.org/10.1108/qae-08-2024-0163","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aims to examine the impact of gamification on the five dimensions of meaningful learning (i.e. cooperative, active, authentic, constructive and intentional learning) and undergraduate student performance taking online lessons.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Therefore, the authors conducted an experiment among undergraduate students taking online classes at the Mechanical and Electrical Engineering School at a public university during the COVID-19 pandemic. The experiment included one control and two observation groups using gamification (Golden Points). Qualitative and quantitative analyses were performed.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Results showed that gamification significantly affects meaningful learning and impacts student performance in online courses.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study was limited to a single topic in a six-month course at a public university. Additional research is required to continue examining the impact of gamification in higher education institutions with different format courses and in other organisational sectors.</p><!--/ Abstract__block -->","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":"66 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142185387","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":"Generative AI: hopes, controversies and the future of faculty roles in education","authors":"Samar Aad, Mariann Hardey","doi":"10.1108/qae-02-2024-0043","DOIUrl":"https://doi.org/10.1108/qae-02-2024-0043","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Generative artificial intelligence (GAI) has seen exponential growth in recent years due to its capability to generate original content through natural language processing and comprehensive language models. This paper aims to investigate the transformative impact of GAI on higher education, focusing on the evolving roles of faculty in the classroom.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Using a phenomenological perspective and a process approach, the study involved 25 semi-structured interviews with academicians in higher education.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The findings reveal that GAI currently creates biased and commercially driven learning environments, challenging traditional pedagogical models. Despite its potential for enhancing education, the autonomous nature of GAI often prioritizes commercial interests over pedagogical goals.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>The study is limited to faculty perspectives, suggesting future research should include student viewpoints and diverse educational contexts.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The study highlights the need for higher education institutions to develop comprehensive policies, provide training for faculty and students and design new courses that leverage GAI for personalized learning experiences and enhanced faculty research.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This paper contributes to the emerging literature on GAI’s impact on education, highlighting its dual nature as both a transformative tool and a potential threat to traditional educational roles and outcomes.</p><!--/ Abstract__block -->","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":"45 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142224426","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":"AI-enhanced education: exploring the impact of AI literacy on generation Z’s academic performance in Northern India","authors":"Ekamdeep Singh, Prihana Vasishta, Anju Singla","doi":"10.1108/qae-02-2024-0037","DOIUrl":"https://doi.org/10.1108/qae-02-2024-0037","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Artificial intelligence (AI) has the potential to address significant challenges in education, innovate learning and teaching practices and achieve SDG 4. However, existing literature often overlooks the behavioural aspects of students regarding AI in education, focusing predominantly on technical and pedagogical dimensions. Hence, this study aims to explore the significant relationships among AI literacy, AI usage, learning outcomes and academic performance of generation Z students in the Indian educational context.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The study used structural equation modelling (SEM) on Gen Z students born in the years 1997–2012 as a sample population for the research in the north Indian states like Punjab, Haryana, Himachal and regions like Chandigarh and N.C.R. Delhi.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The results established significant positive relationships between AI literacy, AI usage, AI learning outcomes and academic performance. Specifically, higher levels of AI literacy were associated with increased engagement with AI technologies and tools for learning purposes, leading to better learning outcomes and academic performance. The findings demonstrated that AI literacy plays a crucial role in providing effective learning experiences and fostering skills such as problem-solving and critical thinking among Gen Z students.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>The implications of the study include the significance of integrating AI education initiatives into curricula, prioritising professional development programmes for educators and making sure that every student has equitable access to AI technologies.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The study introduces a novel perspective by examining variables such as AI literacy, AI usage, AI learning outcomes and academic performance and developing a model that has not been previously studied. It provides a new discourse and proposes a framework uniquely combining AI-infused curriculum design, educator empowerment, robust assessment mechanisms and sustainable practices.</p><!--/ Abstract__block -->","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":"6 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142224427","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":"Stakeholders’ involvement in economics and management programs quality assurance","authors":"Tatiana Mazza, Stefano Azzali","doi":"10.1108/qae-11-2023-0193","DOIUrl":"https://doi.org/10.1108/qae-11-2023-0193","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aims to investigate the stakeholders’ (employers and students) involvement in economics and management programs quality assurance in Italian universities from the external audit perspective.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The research tests if employers are positively associated with the coherence between program objectives and job prospects, and if student involvement is positively associated with student orientation, tutorship and flexibility for specific types of students (differently abled students and working students). Based on data from the Italian Agency for Quality Assurance (ANVUR) in Italian universities, this study selects a sample of 44 bachelor and master university programs.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>When a program coordinator assures coherence between competencies included in the study plan and job prospect, the employers’ involvement in the plan and management of the program increases and becomes more effective. High-quality services regarding student orientation, tutorship and flexibility for specific types of students increase the students’ involvement in university governance.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Findings contribute to literature extending the stakeholder theory in universities, better specifying how employers and students may play a key role in improving the quality assurance of teaching activities.</p><!--/ Abstract__block -->","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":"41 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142224428","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":"An investigation of generative AI in the classroom and its implications for university policy","authors":"Eric J. Hamerman, Anubhav Aggarwal, Chrissy Martins","doi":"10.1108/qae-08-2024-0149","DOIUrl":"https://doi.org/10.1108/qae-08-2024-0149","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The emergence of widely available Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, presents both opportunities and threats for higher education. This study aims to investigate the factors that influence students’ current use of GenAI and students’ perceptions of how GenAI can facilitate learning, as well as informs recommendations for institutional policies related to GenAI.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>A mixed-method approach was used. A survey of undergraduate business students was followed by a case study that required students to use GenAI as part of a homework assignment and then reflect on their learning experience.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Students used GenAI more frequently when they perceived that it helped their learning outcomes and when it was perceived as a social norm. Conversely, the perception that GenAI was cheating reduced its usage. Male (vs female) students used GenAI more frequently. Students preferred institutional policies that allowed the use of GenAI but also set clear boundaries for its use. They reported that the assignment that required the use of GenAI enhanced their learning experience.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>Results from the survey and case study imply that institutions should set policies establishing clear boundaries for the use of GenAI while encouraging and training faculty to incorporate GenAI into classroom assignments. Doing so can facilitate student learning and train students on an important technology that prepares them for the workforce.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study provides insight into students’ usage of GenAI, explores factors that predict its usage, provides policy recommendations for educational institutions and offers a template for incorporating GenAI into classroom assignments.</p><!--/ Abstract__block -->","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":"13 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142185386","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":"Experimental evidence for the efficacy of generative AI in improving students’ writing skills","authors":"Chinaza Solomon Ironsi, Sarah Solomon Ironsi","doi":"10.1108/qae-04-2024-0065","DOIUrl":"https://doi.org/10.1108/qae-04-2024-0065","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Given continued debates on the potentials of newly emerging artificial intelligence (AI) like generative AI (GenAI), this study aims to contribute to corporal studies by investigating the efficacy of GenAI in improving students writing skills.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>A mixed-methods research design with an experimental approach was used to elicit information from 70 undergraduate students studying at a private university. A writing course was designed and used to elicit information from the participants on the efficacy of using ChatGPT in their writing instruction.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>After collecting data through experiments and interviews, the result indicates that although ChatGPT may assist students in providing ideas in writing lessons, it may not improve their overall writing skills.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study provides empirical evidence limited to the scholarly literature on the role of ChatGPT in improving students’ writing skills. This study adds to scholarly discussions on the potential of ChatGPT which has recently sparked debates in academia.</p><!--/ Abstract__block -->","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":"67 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142185378","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":"The neurodivergent college learner: faculty perceptions of supporting individuals with ADHD in higher education","authors":"Denise M. Nash-Luckenbach, Zahava L. Friedman","doi":"10.1108/qae-01-2024-0014","DOIUrl":"https://doi.org/10.1108/qae-01-2024-0014","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The purpose of this study is to understand how faculty members perceive learning needs of the attention-deficit hyperactive disorder (ADHD) student, as they acclimated to and performed within the higher education settings.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>A phenomenological design was used to explore the faculty perceptions of ADHD college students. A sample of ten faculty members, employed in two-year, four-year, and graduate-level programs, participated in virtual semi-structured interviews. A six step thematic analysis of the codes was performed revealing three themes.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Results from the study yielded three themes: problem-based learning, time management and accommodations versus privilege. These themes highlight the complexity of the learning process, the limitations with time management, and the need for meaningful, rather than stereotypical, accommodations in these settings.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The number of students diagnosed with ADHD attending postsecondary education continues to rise, necessitating a critical lens on increasing neurodiversity-affirming practices in these settings. Despite noted strengths, students with this diagnosis struggle academically, resulting in academic challenges. To maximize each individual’s learning potential, systems of higher education need to carefully consider how to best design a positive learning environment with universally effective learning accommodations.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>While faculty described accommodations and strategies provided to students, they also repeatedly shared concerning challenges and barriers to learning, as demonstrated by their students in various scenarios and situations. Results suggest areas of potential improvement, alongside the complexity of serving the need of the next generation of neurodivergent learners, in a world where equity and inclusion required additional time and thoughtful effort. Of greatest concern, perhaps, was the systems already in place, including offices of accommodations and services, that tended to use a “one-size-fits-all” approach, oversimplifying, rather than serving, student need.</p><!--/ Abstract__block -->","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":"36 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142185388","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":"Influence of academic leadership on organizational commitment of faculty members in private sector universities: mediating role of work engagement","authors":"Umer Yaseen, Rana Nadir Idrees, Muhammad Haseeb Shakil, Sayyed Zaman Haider, Junaid Khalil","doi":"10.1108/qae-04-2024-0072","DOIUrl":"https://doi.org/10.1108/qae-04-2024-0072","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aims to investigate the impact of academic leadership on the organizational commitment of faculty members in private universities in Punjab. Work engagement was examined as a mediator, and co-worker support was considered as a moderator.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The study used a quantitative, cross-sectional approach with convenience sampling. Regression and correlation analyses were used for hypothesis testing. Social exchange theory guided the exploration of academic leadership’s impact on faculty members’ organizational commitment.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Results of the current study indicated a positive and significant effect of academic leadership on organizational commitment. Work engagement was identified as a partial mediator in this relationship. However, co-worker support was found to be an insignificant moderator, indicating no substantial influence on the relationship between academic leadership and work engagement among faculty members in private-sector universities.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The similarity of the paper is less than 18%.</p><!--/ Abstract__block -->","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":"200 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141945376","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":"Toward a satisfactory sustainable education for international students: a qualitative framework for international accounting students","authors":"Arash Arianpoor, Saba Sabah Dheyab Al-Ani, Hameed Mohsin Khayoon","doi":"10.1108/qae-02-2024-0025","DOIUrl":"https://doi.org/10.1108/qae-02-2024-0025","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aims to provide a qualitative framework for satisfactory sustainable education for international accounting students using a meta-synthetic approach.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>To determine the components and indicators of satisfactory sustainable education for international accounting students, a meta-synthesis allows for the attainment of the objectives of study. In the first phase of study, international related literature was reviewed (<em>n</em> = 2,176). After several screenings for measuring the quality of the related literature including Critical Appraisals Skills Program (CASP), the total number of selected papers was 48, and 2,128 were excluded.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The present research proposed a comprehensive conceptual model for sustainable education and international accounting students’ satisfaction, with seven components and 63 indicators. To assess the credibility of phases, the indicators were presented to five experts independently. The reliability of the proposed conceptual model was tested using Cohen’s Kappa coefficient and analyzed in SPSS. Kappa’s coefficient showed that the agreement level was high and the reliability was high too.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Sustainable education and student satisfaction are crucial for maintaining a competitive international education market. There are ongoing debates about accounting education, particularly accreditation challenges and the need for clear regulations on academic interaction with practice. Accounting education has also been criticized for being outdated, promoting surface-level learning and neglecting the development of broader skills in university graduates. Therefore, it is important to understand sustainable education for international accounting students. The present study aims to identify the aspects of accounting educational services that international accounting students perceive important for increasing satisfaction. This research provides empirical evidence and suggests potential avenues for future research in other countries.</p><!--/ Abstract__block -->","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":"4 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141772462","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 conceptual analysis of artificial intelligence (AI) on academic opportunities and challenges: a case study based on higher educational institutions in Bangladesh","authors":"Marzia Tamanna, Bijaya Sinha","doi":"10.1108/qae-03-2024-0050","DOIUrl":"https://doi.org/10.1108/qae-03-2024-0050","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The purpose of this paper is to provide an in-depth analysis of the challenges associated with using artificial intelligence (AI) in academic research and suggest various preventive measures that can be taken to address these issues and transform them into opportunities.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>To develop measurement items and constructs, the authors collected 248 responses through an online survey. These responses were then used to establish the structural model and determine discriminant validity through the use of structural equation modeling with SmartPLS 4.0.9.9. Additionally, the authors used SPSS (Version 29) to create graphs and visual representations of the challenges faced and the most commonly used AI tools. These techniques allowed them to explore data and draw meaningful conclusions for future research.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>This research shows that AI has a positive impact on higher education, improving learning outcomes and data security. However, issues such as plagiarism and academic integrity can destroy students. The study highlights AI’s potential in education while emphasizing the need to address challenges.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>This paper emphasizes the preventive measures to tackle academic challenges and suggests enhancing academic work.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study examines how AI can be used to personalize learning and overcome challenges in this area. It emphasizes the importance of academic institutions in promoting academic integrity and transparency to prevent plagiarism. Additionally, the study stresses the need for technology advancement and exploration of new approaches to further improve personalized learning with AI.</p><!--/ Abstract__block -->","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":"30 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141615007","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}