Internet and Higher Education最新文献

An active instructional approach based on the SAMR framework: Integrating AIGC into undergraduate freshmen learning 基于SAMR框架的主动教学方法：将AIGC融入本科新生学习

IF 6.8 1区教育学

Internet and Higher Education Pub Date : 2025-10-18 DOI: 10.1016/j.iheduc.2025.101056

Juan Wu , Jingwen Pan , Yaoyuan Zhou , Mengyu Liu , Yanling Li , Ronghuai Huang

{"title":"An active instructional approach based on the SAMR framework: Integrating AIGC into undergraduate freshmen learning","authors":"Juan Wu , Jingwen Pan , Yaoyuan Zhou , Mengyu Liu , Yanling Li , Ronghuai Huang","doi":"10.1016/j.iheduc.2025.101056","DOIUrl":"10.1016/j.iheduc.2025.101056","url":null,"abstract":"<div><div>The question of how to use artificial intelligence generated content (AIGC) properly to enhance learning among college students is a key concern for contemporary educators. Although previous studies have discussed the influence of AIGC on college teaching and student learning and its functions in this context, there remains a lack of discussions regarding ways of guiding students' use of AIGC and studies on the specific topic of helping college freshmen use AIGC properly. Based on the substitution, augmentation, modification and redefinition (SAMR) model, this study develops a progressively active teaching framework that integrates AIGC into learning. This framework is used to design learning activities for general education courses targeting freshmen. This exploratory study was conducted in the context of a 16-week course. During the teaching process, AIGC interaction log data and AIGC experience records were collected from students, following which data processing was conducted using the discourse analysis, quantitative statistical analysis, and epistemic network analysis (ENA) methods to obtain the ultimate results of this study: (1) A combination of active teaching with the SAMR model can improve the quality of interactions between students and AIGC; (2) teaching strategies rooted in active learning can enhance students' ability to use AIGC; and (3) improvements in students' technical skills strengthen the quality of their interactions with AIGC. This study makes novel contributions to the literature on active learning strategies for teachers and curriculum designers, and it offers practical guidance for educational practitioners and college students regarding the integration of AI technology into both teaching and learning.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"68 ","pages":"Article 101056"},"PeriodicalIF":6.8,"publicationDate":"2025-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145361782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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 a telepresence robot on group conditions and student engagement: A mixed-method study in higher education 远程呈现机器人对群体条件和学生参与的影响：高等教育中的混合方法研究

IF 6.8 1区教育学

Internet and Higher Education Pub Date : 2025-10-17 DOI: 10.1016/j.iheduc.2025.101055

Mark Steins , Kars Mennens , Simon Beausaert , Dominik Mahr , Gaby Odekerken-Schröder , Alexandru Mariş , Frank Mathmann

{"title":"The impact of a telepresence robot on group conditions and student engagement: A mixed-method study in higher education","authors":"Mark Steins , Kars Mennens , Simon Beausaert , Dominik Mahr , Gaby Odekerken-Schröder , Alexandru Mariş , Frank Mathmann","doi":"10.1016/j.iheduc.2025.101055","DOIUrl":"10.1016/j.iheduc.2025.101055","url":null,"abstract":"<div><div>Drawing on team learning theory, this paper examines whether and how a telepresence robot impacts group conditions and student engagement among graduate students collaborating within a hybrid classroom. Hybrid classrooms face challenges, such as an asymmetry of presence, compromising collaborative learning between remote and on-site students. A field experiment was conducted with 17 hybrid classrooms across two Master of Science courses. In the eight experimental groups, one remote student joined via a telepresence robot, while any additional remote students in the same group participated via the smart screen. In the nine control groups, all remote students participated solely via the smart screen. Analysis of short-term longitudinal survey data from 156 students indicated that students in experimental groups with a telepresence robot reported higher levels of social cohesion, psychological safety and group potency, especially in the early course stages. These group conditions positively influenced student engagement. Interviews with ten on-site students reveal that the telepresence robot enhanced remote students' presence through physical embodiment and fostered empowerment via autonomous mobility. This reduced presence asymmetry facilitated more natural interactions, reinforcing group conditions: social cohesion through interpersonal connections, psychological safety through reduced participation barriers, and group potency through increased knowledge sharing. The telepresence robot also fostered inclusive behavior among on-site students, driven by their reciprocation of remote students' engagement and recognition of them as valuable contributors to collaborative learning. These findings advance understanding of team learning and the role of telepresence robots in hybrid classroom settings, promoting more effective virtual inclusion for remote students.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"68 ","pages":"Article 101055"},"PeriodicalIF":6.8,"publicationDate":"2025-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145361783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Can theory-driven learning analytics dashboard enhance human-AI collaboration in writing learning? Insights from an empirical experiment 理论驱动的学习分析仪表板能否增强人类与人工智能在写作学习中的协作？来自经验实验的见解

IF 6.8 1区教育学

Internet and Higher Education Pub Date : 2025-09-20 DOI: 10.1016/j.iheduc.2025.101054

Angxuan Chen , Jingjing Lian , Xinran Kuang , Jiyou Jia

{"title":"Can theory-driven learning analytics dashboard enhance human-AI collaboration in writing learning? Insights from an empirical experiment","authors":"Angxuan Chen , Jingjing Lian , Xinran Kuang , Jiyou Jia","doi":"10.1016/j.iheduc.2025.101054","DOIUrl":"10.1016/j.iheduc.2025.101054","url":null,"abstract":"<div><div>The integration of Generative AI (GenAI) into education has raised concerns about over-reliance and superficial learning, particularly in writing tasks in higher education. This study explores whether a theory-driven learning analytics dashboard (LAD) can enhance human-AI collaboration in the academic writing task by improving writing knowledge gains, fostering self-regulated learning (SRL) skills and shaping different human-AI dialogue characteristics. Grounded in Zimmerman's SRL framework, the LAD provided real-time feedback on learners' goal-setting, writing processes and reflection, while monitoring the quality of learner-AI interactions. A quasi-experiment was conducted involving 52 postgraduate students in a human-AI collaborative writing task. The students were divided into an experimental group (EG) that used the LAD and a control group (CG) that did not. Pre- and post- knowledge tests, questionnaires measuring SRL and cognitive load, and students' dialogue data with GenAI were collected and analyzed. Results showed that the EG achieved significantly higher writing knowledge gains and improved SRL skills, particularly in self-efficacy and cognitive strategies. However, the EG also reported increased test anxiety and cognitive load, possibly due to heightened metacognitive awareness. Epistemic Network Analysis revealed that the EG engaged in more reflective, evaluative interactions with GenAI, while the CG focused on more transactional and information-seeking exchanges. These findings contribute to the growing body of literature on the educational use of GenAI and highlight the importance of designing interventions that complement GenAI tools, ensuring that technology enhances rather than undermines the learning process.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"68 ","pages":"Article 101054"},"PeriodicalIF":6.8,"publicationDate":"2025-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145158264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Students' preferences for online learning formats – Results of a latent class analysis 学生对在线学习形式的偏好——潜在类别分析的结果

IF 6.8 1区教育学

Internet and Higher Education Pub Date : 2025-09-17 DOI: 10.1016/j.iheduc.2025.101053

Sabine Fischer, Karina Fisch, Caroline Hobelsberger, Simone Jung

引用次数: 0

Exploring undergraduate students' perceptions of AI vs. human scoring and feedback 探索本科生对人工智能与人类评分和反馈的看法

IF 6.8 1区教育学

Internet and Higher Education Pub Date : 2025-09-04 DOI: 10.1016/j.iheduc.2025.101052

Mackenzie L. Thomas, Seyma N. Yildirim-Erbasli, Shruthi Hariharan

{"title":"Exploring undergraduate students' perceptions of AI vs. human scoring and feedback","authors":"Mackenzie L. Thomas, Seyma N. Yildirim-Erbasli, Shruthi Hariharan","doi":"10.1016/j.iheduc.2025.101052","DOIUrl":"10.1016/j.iheduc.2025.101052","url":null,"abstract":"<div><div>The use of artificial intelligence (AI) in educational assessment offers scalable solutions to traditional grading challenges, yet concerns about reliability, fairness, and acceptance remain, particularly in subjective domains like writing. This study examines undergraduate students' perceptions of AI-generated scoring and feedback compared to human evaluators. Participants reviewed scores and feedback provided by either AI or a human and completed a survey measuring their perceptions before and after disclosure of the source. Analyses revealed that students often struggled to accurately identify the evaluator. Additionally, while perceptions of AI scoring and feedback were generally moderate, exposure to AI significantly reduced students' confidence in AI scoring. The source of the grading and identification accuracy significantly influenced students' perceptions. Human grading was associated with more positive perceptions, while incorrect identification—when not combined with human grading—also led to more positive perceptions. However, the interaction of human grading and incorrect identification resulted in more negative perceptions. Factors such as comfort with technology, familiarity with AI, and frequency of AI use were significant predictors of students' attitudes toward AI. These findings enhance our understanding of student attitudes toward AI in educational assessment and emphasize the importance of thoughtful implementation to support acceptance in educational contexts.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"68 ","pages":"Article 101052"},"PeriodicalIF":6.8,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145004629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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 learning supports in digital game-based learning on learners with different levels of prior knowledge 基于数字游戏的学习支持对不同先验知识水平学习者的影响

IF 6.8 1区教育学

Internet and Higher Education Pub Date : 2025-08-19 DOI: 10.1016/j.iheduc.2025.101044

Zhihui Cai , Caiyan Liu , Yajiao Yang , Bo Li

{"title":"The impact of learning supports in digital game-based learning on learners with different levels of prior knowledge","authors":"Zhihui Cai , Caiyan Liu , Yajiao Yang , Bo Li","doi":"10.1016/j.iheduc.2025.101044","DOIUrl":"10.1016/j.iheduc.2025.101044","url":null,"abstract":"<div><div>With rapid advancements in digital technology and the booming gaming industry, digital game-based learning (DGBL) has become a crucial research area in education. Effective learning support in educational games could yield positive outcomes, while poorly designed learning support may hinder learner's flow and autonomy. Prior research has often focused on evaluating its effectiveness but overlooked its optimization based on design characteristics. This study conducted two experiments to explore how learning support design features impact learning outcomes by considering learners' characteristics. Study 1 examined the effects of learning support timing (pre-support vs. post-support) on learners with varying prior knowledge. Results revealed interactive effects between learning support timing and learners' prior knowledge on learning achievement, intrinsic cognitive load, and intrinsic motivation. Behaviorally, pre-support benefited novices while post-support benefited experts by improving learning performance and reducing frustration. Study 2 investigated the effects of the mode of support delivery (learner-controlled vs. system-controlled) on learners with different levels of prior knowledge. Findings indicated an interactive effect between the mode of support delivery and learners' prior knowledge on learning achievement. Behaviorally, system-controlled support helped novices by guiding their exploration, while experts benefited from learner-controlled support due to their competence in regulating their learning. Future research is encouraged to explore cognitive neural mechanisms to provide deeper insights into it.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"68 ","pages":"Article 101044"},"PeriodicalIF":6.8,"publicationDate":"2025-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144912508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Learning from an asynchronous video lecture: Note-taking helps, smartphone sounds harm 从异步视频讲座中学习：记笔记有用，智能手机听起来有害

IF 6.8 1区教育学

Internet and Higher Education Pub Date : 2025-08-12 DOI: 10.1016/j.iheduc.2025.101043

Markus H. Hefter

{"title":"Learning from an asynchronous video lecture: Note-taking helps, smartphone sounds harm","authors":"Markus H. Hefter","doi":"10.1016/j.iheduc.2025.101043","DOIUrl":"10.1016/j.iheduc.2025.101043","url":null,"abstract":"<div><div>Research evidence reveals that note-taking is an effective strategy to learn from video lectures, but also that smartphone noises harm learning. Both these important findings originate from on-site settings, such as in the classroom or lab, however. We therefore decided to address still-open questions about note-taking’s potential beneficial effects and smartphone noises’ potential detrimental effects on learning in an authentic asynchronous online scenario. The present online field experiment involved 196 undergraduate psychology students (144 female; M<sub>age</sub> = 23.44 years) who learned from a prerecorded 12-min video lecture on the topic “Learning strategies.” Following a 2 × 2-factorial design, participants did or did not receive a note-taking request before the video lecture (Factor A: note-taking request) and did or did not experience smartphone noises during the video lecture (Factor B: smartphone noises). Participants were asked whether they had actually taken notes. Note-takers (<em>n</em> = 67) reported stronger learning engagement and scored higher on the posttest than the non-note-takers (<em>n</em> = 129). Learning engagement mediated the note-taking effect on learning outcomes. The smartphone noises reduced the learners’ compliance to fulfill the request to take notes. Furthermore, the smartphone noises were detrimental to the learning outcomes of non-note-takers. By contrast, note-takers with and without smartphone noises performed equally well in the posttest. Overall, these findings provide ecologically valid empirical support of two pieces of practical advice for students, namely: how beneficial it is to take notes and how detrimental it is to become distracted by smartphone noises when learning from an asynchronous video lecture.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"67 ","pages":"Article 101043"},"PeriodicalIF":6.8,"publicationDate":"2025-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144866110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Gamified self-regulated learning improves EFL Reading comprehension, motivation, self-regulation skills and process patterns: Quasi-experiment with process mining 游戏化自我调节学习提高英语阅读理解、动机、自我调节技能和过程模式：过程挖掘的准实验

IF 6.8 1区教育学

Internet and Higher Education Pub Date : 2025-07-31 DOI: 10.1016/j.iheduc.2025.101042

Gulipari Maimaiti , Khe Foon Hew

{"title":"Gamified self-regulated learning improves EFL Reading comprehension, motivation, self-regulation skills and process patterns: Quasi-experiment with process mining","authors":"Gulipari Maimaiti , Khe Foon Hew","doi":"10.1016/j.iheduc.2025.101042","DOIUrl":"10.1016/j.iheduc.2025.101042","url":null,"abstract":"<div><div>This study investigates the effects of a flipped gamified self-regulated learning (SRL) approach in an English as a Foreign Language (EFL) classroom for first-year undergraduates. Using a quasi-experiment with process mining approach, 177 students were divided into two groups: a gamified experimental group (<em>N</em> = 91) and a non-gamified control group (<em>N</em> = 86). The findings revealed that the gamified SRL approach significantly improved English reading comprehension and motivation, as evidenced by enhanced intrinsic value and consistently higher voluntary task completion. Moreover, SRL skills were enhanced, as shown by survey results and high engagement with SRL strategies observed in the trace data. Process mining analyses using <em>First-Order Markov Models</em> further demonstrated that gamification fostered more dynamic SRL behaviors, including greater engagement with scaffolds and a stronger focus on evaluative learning strategies. These results highlight the potential of the gamified SRL approach to enhance students' SRL skills, motivation, and improve learning outcomes. This study offers actionable insights for designing effective interventions that integrate SRL scaffolds with motivational elements to support students' success in flipped learning environments.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"67 ","pages":"Article 101042"},"PeriodicalIF":6.8,"publicationDate":"2025-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144781016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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 generation mechanism of teachers' anxiety toward digital human instructors in higher education: A mixed-methods perspective 高等教育中教师对数字化人类讲师焦虑的产生机制：混合方法视角

IF 6.8 1区教育学

Internet and Higher Education Pub Date : 2025-07-31 DOI: 10.1016/j.iheduc.2025.101041

Hao Dong , Yanxun Zhu , Jianglong Shen , Shengze Xue

{"title":"The generation mechanism of teachers' anxiety toward digital human instructors in higher education: A mixed-methods perspective","authors":"Hao Dong , Yanxun Zhu , Jianglong Shen , Shengze Xue","doi":"10.1016/j.iheduc.2025.101041","DOIUrl":"10.1016/j.iheduc.2025.101041","url":null,"abstract":"<div><div>Digital Human Instructors (DHIs) are revolutionizing higher education by providing personalized and interactive learning experiences. However, the adoption of DHIs also brings about complex challenges related to teacher anxiety, particularly concerning professional security, ethics, and the broader implications of technology in education. Addressing the barriers to DHI adoption is crucial for safeguarding both educational quality and teacher well-being. This study aims to investigate these barriers by developing a theoretical model that integrates elements from Social Ecological Systems Theory, considering both micro-level individual factors (such as neuroticism and personal innovativeness) and meso-level social factors (such as negative word-of-mouth). Data were collected from 500 university teachers and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) and fuzzy-set Qualitative Comparative Analysis (fsQCA). The PLS-SEM results revealed that neuroticism and negative word-of-mouth (WOM) have a significant positive impact on technology anxiety, while personal innovativeness has no significant direct effect. Moreover, perceived invasiveness plays a key mediating role in the relationships between neuroticism and technology anxiety, as well as between negative WOM and technology anxiety, whereas perceived authenticity does not exhibit a significant mediating effect. The fsQCA findings further revealed that technology anxiety does not stem from a single causal pathway. Instead, four configurations that include the presence and absence of certain conditions can lead to this desirable outcome. These findings not only contribute to the academic discourse on DHI adoption but also provide practical insights for educational managers seeking to mitigate teacher anxiety and enhance user protection in this dynamic educational environment.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"67 ","pages":"Article 101041"},"PeriodicalIF":6.8,"publicationDate":"2025-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144771391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

What they provide and how: An intervention study on pre-service teachers' GenAI-assisted writing feedback 提供什么及如何提供：职前教师genai辅助写作反馈的干预研究

IF 6.8 1区教育学

Internet and Higher Education Pub Date : 2025-07-23 DOI: 10.1016/j.iheduc.2025.101040

Siyu Zhu , Jialin Li , Yuan Yao , Yi Guan , Xinhua Zhu

{"title":"What they provide and how: An intervention study on pre-service teachers' GenAI-assisted writing feedback","authors":"Siyu Zhu , Jialin Li , Yuan Yao , Yi Guan , Xinhua Zhu","doi":"10.1016/j.iheduc.2025.101040","DOIUrl":"10.1016/j.iheduc.2025.101040","url":null,"abstract":"<div><div>Providing effective writing feedback to students could promote students' writing development. However, offering high-quality feedback remains a significant challenge for pre-service teachers (PSTs). Recent advancements in GenAI technology may offer solutions to this issue. The study examines the influence of a short-term teaching intervention on the feedback levels and feedback types of PSTs' ChatGPT-assisted feedback on students' written compositions, utilizing an explanatory sequential mixed-method design with 30 PSTs. The quantitative results revealed significant improvements in both feedback levels (i.e., higher-level feedback issues including ideas and elaboration and style) and feedback types (e.g., explanations and general suggestions). Additionally, the findings highlighted specific strategies employed by PSTs when considering levels and types in combination. Subsequent interviews identified the underlying influential factors of these improvements, namely the improvements in ChatGPT usage skills (i.e., prompt engineering and source use) and a deeper understanding of the feedback process (i.e., introspection). By demonstrating how short-term teaching interventions can leverage PST's ability to use GenAI tools to provide writing feedback, this research advances the theoretical understanding of human-AI collaboration in the context of writing and provides pedagogical insights for teacher training programs.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"67 ","pages":"Article 101040"},"PeriodicalIF":6.8,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144892907","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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