Journal of Educational Computing Research最新文献_第4页

Using Epistemic Network Analysis to Explore Primary School Students’ Computational Thinking in Pair Programming Learning 运用认知网络分析探讨小学生结对编程学习中的计算思维

2区教育学

Journal of Educational Computing Research Pub Date : 2023-11-08 DOI: 10.1177/07356331231210560

Yu-Sheng Su, Shuwen Wang, Xiaohong Liu

{"title":"Using Epistemic Network Analysis to Explore Primary School Students’ Computational Thinking in Pair Programming Learning","authors":"Yu-Sheng Su, Shuwen Wang, Xiaohong Liu","doi":"10.1177/07356331231210560","DOIUrl":"https://doi.org/10.1177/07356331231210560","url":null,"abstract":"Pair programming (PP) can help improve students’ computational thinking (CT), but the trajectory of CT skills and the differences between high-scoring and low-scoring students in PP are unknown and need further exploration. In this study, a total of 32 fifth graders worked on Scratch tasks in 16 pairs. The group discourse of three learning topics (comprising 9 projects) was collected. After the audio files were transcribed, 1,303 conversations were obtained. They were analyzed via Epistemic Network Analysis (ENA) Webkit, which can reveal the trajectory of students’ CT development via analyzing codes of discourse related to CT in PP. Three Scratch learning topics were assessed based on the Dr. Scratch platform to acquire the level of students’ CT and to determine the low- and high-scoring groups. Results indicated that CT concepts and CT practices were always closely related in PP and CT practices, and CT perspectives could be gradually and closely related after a long period of CT training. A significant difference between the two groups’ CT structures was found. The high-scoring group had more fragments of CT practice and connecting of CT perspectives, while the low-scoring group showed more fragments of CT concepts and expressing of CT perspectives. This research provides insights into cultivating primary school students’ CT using Scratch in the context of PP. The findings can provide suggestions for instructors to design instructional interventions to facilitate students’ CT skills via PP learning. Instructors can improve CT skills by guiding students to constantly ask questions, and specifying the role swap between driver and navigator in PP. Besides, instructors could give more consideration to the development of CT perspectives, and especially the ability to question.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":"63 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135430645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Engaging Young Students in Effective Robotics Education: An Embodied Learning-Based Computer Programming Approach 让年轻学生参与有效的机器人教育:一种基于学习的计算机编程方法

2区教育学

Journal of Educational Computing Research Pub Date : 2023-11-07 DOI: 10.1177/07356331231213548

Xinli Zhang, Yuchen Chen, Danqing Li, Lailin Hu, Gwo-Jen Hwang, Yun-Fang Tu

{"title":"Engaging Young Students in Effective Robotics Education: An Embodied Learning-Based Computer Programming Approach","authors":"Xinli Zhang, Yuchen Chen, Danqing Li, Lailin Hu, Gwo-Jen Hwang, Yun-Fang Tu","doi":"10.1177/07356331231213548","DOIUrl":"https://doi.org/10.1177/07356331231213548","url":null,"abstract":"Robotics education has received widespread attention in K-12 education. Studies have pointed out that in robotics courses, learners face challenges in learning abstract content, such as constructing a robot with a good structure and writing programs to drive a robot to complete specific learning tasks. The present study proposed the embodied learning-based computer programming approach and applied it to the LEGO Mindstorms EV3 robotics course. To evaluate its effectiveness, a quasi-experiment was conducted in one public primary school to explore its effects on students’ learning achievement, learning motivation, learning attitudes, learning engagement, and cognitive load. The experimental group (40 students) adopted the embodied learning-based computer programming approach, while the control group (40 students) adopted the conventional computer programming approach. The results showed that the experimental group had significantly better learning achievement in robotics than the control group, and that there was no significant difference in the cognitive load of the two groups. In terms of learning motivation, although both groups showed improvement, the experimental group had higher intrinsic learning motivation. In addition, the experimental group outperformed the control group with regard to learning attitudes and learning engagement (including cognitive, behavioral, and emotional engagement). Accordingly, this study could contribute to future research for developing more effective robotics teaching approaches and computer programming activity design.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135480439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Conceptualizing Flexibility in Programming-Based Mathematical Problem-Solving 基于编程的数学问题解决的概念化灵活性

2区教育学

Journal of Educational Computing Research Pub Date : 2023-10-25 DOI: 10.1177/07356331231209773

Huiyan Ye, Oi-Lam Ng, Zhihao Cui

{"title":"Conceptualizing Flexibility in Programming-Based Mathematical Problem-Solving","authors":"Huiyan Ye, Oi-Lam Ng, Zhihao Cui","doi":"10.1177/07356331231209773","DOIUrl":"https://doi.org/10.1177/07356331231209773","url":null,"abstract":"Computational thinking (CT) has received much attention in mathematics education in recent years, and researchers have begun to experiment with the integration of CT into mathematics education to promote students’ CT and mathematical thinking (MT) development. However, there is a lack of empirical evidence and new theoretical perspectives on the mechanisms of interaction between CT and MT. To address this research gap, this study analyses the participants’ thinking processes in solving programming-based mathematical problems from a flexibility perspective, focusing on the interplay between computational and mathematical thinking, that is, how CT and MT work together to influence and determine the problem-solver’s choice of solution strategy. Using data collected from a large design-based study, we summarise two types of flexibility and six subtypes of flexibility demonstrated by participants in the programming-based mathematical problem-solving process using thematic analysis. These different types of flexibility provide researchers and mathematics educators with new theoretical perspectives to examine the interplay of CT and MT. Findings will also contribute toward student learning characteristics in programming-based mathematical problem-solving to sketch the big picture of how CT and MT emerge in complementary or mismatching ways.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":"24 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135168727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Using Mathematizing Supports for Applied Problem Solving in a Game-Based Learning Environment 在基于游戏的学习环境中使用数学支持解决应用问题

2区教育学

Journal of Educational Computing Research Pub Date : 2023-10-25 DOI: 10.1177/07356331231206990

Fengfeng Ke, Chih-Pu Dai, Luke West, Yanjun Pan, Jiabei Xu

{"title":"Using Mathematizing Supports for Applied Problem Solving in a Game-Based Learning Environment","authors":"Fengfeng Ke, Chih-Pu Dai, Luke West, Yanjun Pan, Jiabei Xu","doi":"10.1177/07356331231206990","DOIUrl":"https://doi.org/10.1177/07356331231206990","url":null,"abstract":"Students frequently struggled with the mathematizing process – forging connections between implicit and explicit mathematical thinking – when solving a context-rich applied problem. The current research investigated how students interact with and leverage purposively designed ‘mathematizing’ supports when solving applied math problems in a game-based, inquiry-oriented math learning environment. We conducted a naturalistic observation case study and a mixed-method study to investigate middle school students’ usage of mathematizing supports in relation to their math problem-solving performance. The findings indicated a positive and predictive impact of using mathematizing supports on the logged and observed practice of mathematization as well as the performance of applied math problem solving by the students during and after gaming. However, not all students leverage in-game mathematizing supports or engage in problem mathematizing processes. The grounds of students’ constructive interaction with a mathematizing support include their productive persistence in problem solving, their exercise of agency in gauging the utility of mathematizing, and their engagement with deductive reasoning from concrete to abstract. We also observed an interplay between internal and external mathematizing supports, which is moderated by the modality of learning settings.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":"5 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134973506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effects of a Programming Course Using the GAME Model on Undergraduates’ Self-Efficacy and Basic Programming Concepts 游戏模式编程课程对大学生自我效能感和编程基本概念的影响

2区教育学

Journal of Educational Computing Research Pub Date : 2023-10-20 DOI: 10.1177/07356331231206071

Chun-Yen Tsai, Yun-An Chen, Fu-Pei Hsieh, Min-Shiung Chuang, Chien-Liang Lin

{"title":"Effects of a Programming Course Using the GAME Model on Undergraduates’ Self-Efficacy and Basic Programming Concepts","authors":"Chun-Yen Tsai, Yun-An Chen, Fu-Pei Hsieh, Min-Shiung Chuang, Chien-Liang Lin","doi":"10.1177/07356331231206071","DOIUrl":"https://doi.org/10.1177/07356331231206071","url":null,"abstract":"In higher education, it is challenging to cultivate non-computer science majors’ programming concepts. This study used the GAME model (gamification, assessment, modeling, and enquiry) in a programming education course to enhance undergraduates’ self-efficacy and performance of basic programming concepts. There were 83 undergraduates taking part in this study, which adopted a quasi-experimental research design. Students in the experimental group ( n = 43) experienced a course in which the GAME model was used to design the block-based programming course. The control group ( n = 40) was given a general information education course covering similar learning concepts without the game-based learning strategy. The analysis of covariance (ANCOVA) was adopted to investigate the effect of the GAME model on students’ learning outcomes for the quantitative data. In the qualitative analysis, students’ responses to the course perception questionnaire were coded and analyzed. The results showed that students in the experimental group outperformed their counterparts regarding self-efficacy and basic programming concepts. The experimental treatment resulted in a small to medium effect size difference between the two groups. The results showed that incorporating the GAME model into block-based programming teaching helped improve undergraduates’ self-efficacy and performance of basic programming concepts. In addition, these experimental group undergraduates also perceived the pedagogic GAME model positively. Several research suggestions are proposed based on the findings of the present study.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135617952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Fostering Computational Thinking and Problem-Solving in Programming: Integrating Concept Maps Into Robot Block-Based Programming 在编程中培养计算思维和解决问题:将概念图集成到机器人基于块的编程中

2区教育学

Journal of Educational Computing Research Pub Date : 2023-10-17 DOI: 10.1177/07356331231205052

Chih-Hung Chen, Hsiang-Yu Chung

{"title":"Fostering Computational Thinking and Problem-Solving in Programming: Integrating Concept Maps Into Robot Block-Based Programming","authors":"Chih-Hung Chen, Hsiang-Yu Chung","doi":"10.1177/07356331231205052","DOIUrl":"https://doi.org/10.1177/07356331231205052","url":null,"abstract":"Computational thinking (CT) has gained considerable attention and in-depth discussion over the last two decades. Although the significance of CT has been highlighted, it could be challenging for educators to teach CT. Fortunately, adopting robots in education has been evidenced to be of benefit to promoting students’ learning motivation, CT, and higher-order thinking skills. However, several significant factors affecting students’ programming performances in robot-assisted learning activities have been identified, such as cognitive needs and organization. In this study, a CMR-BBP (concept map robot block-based programming) approach was designed by integrating concept maps into robot block-based programming to enhance students’ programming learning. Moreover, a three-group experiment was carried out in an elementary school to evaluate their learning outcomes. The experimental results revealed that the CMR-BBP approach benefited the students’ perceptions of their computational thinking and problem solving in comparison with the R-BBP (robot block-based programming) and C-BBP (conventional block-based programming) approaches. Furthermore, regarding cognitive load, both the CMR-BBP and R-BBP approaches enhanced the students’ germane cognitive load, while the CMR-BBP approach effectively reduced their extrinsic cognitive load. This study could be a notable reference for designing other courses in conjunction with programming learning activities.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135993666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Transitioning From Introductory to Professional Programming in Secondary Education: Comparing Learners’ Computational Thinking Skills, Behaviors, and Attitudes 中等教育中从入门编程到专业编程的过渡:比较学习者的计算思维技能、行为和态度

2区教育学

Journal of Educational Computing Research Pub Date : 2023-10-03 DOI: 10.1177/07356331231204653

Dan Sun, Chengcong Zhu, Fan Xu, Yan Li, Fan Ouyang, Miaoting Chen

{"title":"Transitioning From Introductory to Professional Programming in Secondary Education: Comparing Learners’ Computational Thinking Skills, Behaviors, and Attitudes","authors":"Dan Sun, Chengcong Zhu, Fan Xu, Yan Li, Fan Ouyang, Miaoting Chen","doi":"10.1177/07356331231204653","DOIUrl":"https://doi.org/10.1177/07356331231204653","url":null,"abstract":"Although previous research has provided some insights into the effects of block-based and text-based programming modalities, there is a dearth of a detailed, multi-dimensional analysis of the transition process from different introductory programming modalities to professional programming learning. This study employed a quasi-experimental design to address this gap, involving 64 secondary school students in two groups. For the beginning five weeks, the first group used an introductory block-based programming environment, while the second group used an introductory text-based programming environment. Then, both groups transitioned to professional text-based programming for the subsequent eight weeks. The results showed that participants who transitioned from introductory text-based programming to professional text-based programming (1) significantly outperformed in computational thinking skills; (2) had more code-writing and debugging behaviors and fewer irrelevant behaviors, and (3) had more interactions with the instructor. No significant differences were observed between the two groups regarding enjoyment, confidence, and interest in programming. Drawing on these findings, this study proposes pedagogical implications that could facilitate the adoption of programming modalities within the broader context of STEM education.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135689531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Impact of Puzzle-Based Game With Scaffolding-Aid on Cultural Heritage Learning: Evidence From Eye Movements 基于脚手架的益智游戏对文化遗产学习的影响:来自眼球运动的证据

2区教育学

Journal of Educational Computing Research Pub Date : 2023-10-03 DOI: 10.1177/07356331231202951

Li Ye, Ruoyan Wang, Yongxin Hang

{"title":"The Impact of Puzzle-Based Game With Scaffolding-Aid on Cultural Heritage Learning: Evidence From Eye Movements","authors":"Li Ye, Ruoyan Wang, Yongxin Hang","doi":"10.1177/07356331231202951","DOIUrl":"https://doi.org/10.1177/07356331231202951","url":null,"abstract":"The pedagogical value and global relevance of heritage education regarding the safeguarding of global tradition and practice for future generations is indisputable. This research aims to investigate the efficacy of integrating a puzzle-based game, with scaffolding strategies, to enhance students’ understanding and appreciation of cultural heritage content. In the activity, students are tasked with reconstructing art patterns from cultural heritage artifacts, a process which is designed to bolster their performance in recognizing and appreciating such patterns. A control group, utilizing a non-interactive instructional video with the same content, was also established to contrast and evaluate the benefits of the game-based approach. The evaluation of knowledge acquisition and transfer was conducted through pattern tests, with the participants’ eye movements recorded during the testing process. The results show that the participants in the game group exhibited significant advantages in terms of efficiently recognizing fundamental content and effectively transferring pattern recognition. Furthermore, the examination of the visual behavior within the game reveals that the integration of the jigsaw puzzle (game mechanic) and scaffolding (instructional strategy) can enhance the efficacy and cognitive strategies employed by participants in comprehending heritage content. This study develops design methodologies for cultural heritage games that enhances learning and appreciation.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135695607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Integrating Immersive Scenes and Interactive Contextual Clue Scaffolding Into Decision-Making Analysis Ability Training Game 将沉浸式场景和互动情境线索脚手架融入决策分析能力训练游戏

2区教育学

Journal of Educational Computing Research Pub Date : 2023-09-29 DOI: 10.1177/07356331231205058

Chih-Chung Chien, Yen-Ting Ho, Huei-Tse Hou

{"title":"Integrating Immersive Scenes and Interactive Contextual Clue Scaffolding Into Decision-Making Analysis Ability Training Game","authors":"Chih-Chung Chien, Yen-Ting Ho, Huei-Tse Hou","doi":"10.1177/07356331231205058","DOIUrl":"https://doi.org/10.1177/07356331231205058","url":null,"abstract":"In the post-pandemic era, distance education and training modes without space constraints are gradually becoming a new trend in training. Game-based training combined with situational simulations is a potential approach. This study used a simulation company scenario and a decision-making analysis task of promotion assessment as the game context, and proposed an innovative game mechanism integrating the simulation situation scenario and the interactive contextual clue scaffolding as a guide to enhance learning effectiveness. This study used the Gather Town platform to design a simulation office scenario, and Google Forms to design interactive contextual clue scaffolding. This study conducted empirical research to evaluate this mechanism, with a total of 60 participants divided into an experimental group that conducted game activities and a control group that was only provided with document files as scaffolding for comparative analysis. The results of the study revealed that the proposed exploration guidance mechanism of integrating immersive scenes and interactive contextual clue scaffolding could allow learners to experience a high level of game fidelity and increase the discovery rate and usefulness of the scaffolding. It also reduced learning anxiety, maintained learning motivation and high flow, and resulted in significantly higher learning effectiveness than the control group approach.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135193420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Determinants of Technological Interventions for Children With Autism - A Systematic Review 孤独症儿童技术干预的决定因素——系统综述

2区教育学

Journal of Educational Computing Research Pub Date : 2023-09-21 DOI: 10.1177/07356331231200701

Nazmul Hasan, Manisha J. Nene

{"title":"Determinants of Technological Interventions for Children With Autism - A Systematic Review","authors":"Nazmul Hasan, Manisha J. Nene","doi":"10.1177/07356331231200701","DOIUrl":"https://doi.org/10.1177/07356331231200701","url":null,"abstract":"Children with Autism face several significant challenges, including deficits in both verbal and nonverbal communication, difficulties with concentration, limited interest in their surroundings, non-responsiveness, and struggles with adapting to new situations. It is imperative to consider and address these challenges when implementing technological interventions aimed at enhancing the skills of children with Autism. This study aims to identify the research emphasis on the following four determinants of technological interventions for children with Autism - (i) involvement of caregivers, (ii) design considerations, (iii) persuasive technology, (iv) psychological and physiological effects of technologies. These determinants address their deficiencies in communication, coping with new situations, responsiveness and effects of using technologies respectively. A total of seventy six review articles from 2010 to 2022 have been selected through PRISMA guidelines for this study. Most of the selected review articles have not evaluated these four determinants in their studies. This study discusses this research scope and presents future research directions to bridge this gap to develop effective technological solutions to upskill the children with Autism.","PeriodicalId":47865,"journal":{"name":"Journal of Educational Computing Research","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136130928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0