{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,14]],"date-time":"2026-07-14T02:35:41Z","timestamp":1783996541342,"version":"3.55.0"},"reference-count":48,"publisher":"Springer Science and Business Media LLC","issue":"17","license":[{"start":{"date-parts":[[2024,5,27]],"date-time":"2024-05-27T00:00:00Z","timestamp":1716768000000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.springernature.com\/gp\/researchers\/text-and-data-mining"},{"start":{"date-parts":[[2024,5,27]],"date-time":"2024-05-27T00:00:00Z","timestamp":1716768000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/www.springernature.com\/gp\/researchers\/text-and-data-mining"}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["Educ Inf Technol"],"published-print":{"date-parts":[[2024,12]]},"DOI":"10.1007\/s10639-024-12806-9","type":"journal-article","created":{"date-parts":[[2024,5,27]],"date-time":"2024-05-27T09:02:07Z","timestamp":1716800527000},"page":"23441-23462","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":7,"title":["Self-explanation prompts in video learning: an optimization study"],"prefix":"10.1007","volume":"29","author":[{"given":"Liu","family":"Wang","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"GuangTao","family":"Xu","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2024,5,27]]},"reference":[{"key":"12806_CR1","doi-asserted-by":"publisher","first-page":"149","DOI":"10.1016\/j.compedu.2014.01.002","volume":"73","author":"DM Adams","year":"2014","unstructured":"Adams, D. M., & Clark, D. B. (2014). Integrating self-explanation functionality into a complex game environment: Keeping gaming in motion. Computers & Education, 73, 149\u2013159. https:\/\/doi.org\/10.1016\/j.compedu.2014.01.002","journal-title":"Computers & Education"},{"issue":"4","key":"12806_CR2","doi-asserted-by":"publisher","first-page":"774","DOI":"10.1037\/0022-0663.95.4.774","volume":"95","author":"RK Atkinson","year":"2003","unstructured":"Atkinson, R. K., Renkl, A., & Merrill, M. M. (2003). Transitioning from studying examples to solving problems: Effects of self-explanation prompts and fading worked-out steps. Journal of Educational Psychology, 95(4), 774\u2013783. https:\/\/doi.org\/10.1037\/0022-0663.95.4.774","journal-title":"Journal of Educational Psychology"},{"issue":"5","key":"12806_CR3","doi-asserted-by":"publisher","first-page":"681","DOI":"10.1007\/s11251-022-09587-4","volume":"50","author":"C Bai","year":"2022","unstructured":"Bai, C., Yang, J., & Tang, Y. (2022). Embedding self-explanation prompts to support learning via instructional video. Instructional Science, 50(5), 681\u2013701. https:\/\/doi.org\/10.1007\/s11251-022-09587-4","journal-title":"Instructional Science"},{"issue":"4","key":"12806_CR4","doi-asserted-by":"publisher","first-page":"345","DOI":"10.1007\/s11251-008-9051-z","volume":"37","author":"K Berthold","year":"2008","unstructured":"Berthold, K., Eysink, T. H. S., & Renkl, A. (2008). Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations. Instructional Science, 37(4), 345\u2013363. https:\/\/doi.org\/10.1007\/s11251-008-9051-z","journal-title":"Instructional Science"},{"issue":"1","key":"12806_CR5","doi-asserted-by":"publisher","first-page":"69","DOI":"10.1016\/j.chb.2010.05.025","volume":"27","author":"K Berthold","year":"2011","unstructured":"Berthold, K., R\u00f6der, H., Kn\u00f6rzer, D., Kessler, W., & Renkl, A. (2011). The double-edged effects of explanation prompts. Computers in Human Behavior, 27(1), 69\u201375. https:\/\/doi.org\/10.1016\/j.chb.2010.05.025","journal-title":"Computers in Human Behavior"},{"issue":"3","key":"12806_CR6","doi-asserted-by":"publisher","first-page":"703","DOI":"10.1007\/s10648-018-9434-x","volume":"30","author":"K Bisra","year":"2018","unstructured":"Bisra, K., Liu, Q., Nesbit, J. C., Salimi, F., & Winne, P. H. (2018). Inducing self-explanation: A meta-analysis. Educational Psychology Review, 30(3), 703\u2013725. https:\/\/doi.org\/10.1007\/s10648-018-9434-x","journal-title":"Educational Psychology Review"},{"key":"12806_CR7","unstructured":"Burkley, E., & Burkley, M. (2020). Motivation Science (S Guo, Trans., 1st ed., p. 61). Beijing, China: People\u2019s Posts and Telecommunications Press."},{"key":"12806_CR8","unstructured":"Chen, L., & Zhang, W. (2022). Research of learning motivation in the Technical Support Environment in the past fifteen years. Chinese Journal of ICT in Education, 50\u201358."},{"issue":"4","key":"12806_CR10","doi-asserted-by":"publisher","first-page":"219","DOI":"10.1080\/00461520.2014.965823","volume":"49","author":"MT Chi","year":"2014","unstructured":"Chi, M. T., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219\u2013243. https:\/\/doi.org\/10.1080\/00461520.2014.965823","journal-title":"Educational Psychologist"},{"issue":"3","key":"12806_CR9","doi-asserted-by":"publisher","first-page":"439","DOI":"10.1207\/s15516709cog1803_3","volume":"18","author":"MT Chi","year":"1994","unstructured":"Chi, M. T., De Leeuw, N., Chiu, M-H., & Lavancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18(3), 439\u2013477. https:\/\/doi.org\/10.1207\/s15516709cog1803_3","journal-title":"Cognitive Science"},{"issue":"3","key":"12806_CR12","doi-asserted-by":"publisher","first-page":"149","DOI":"10.1007\/bf01320076","volume":"3","author":"JM Clark","year":"1991","unstructured":"Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3), 149\u2013210. https:\/\/doi.org\/10.1007\/bf01320076","journal-title":"Educational Psychology Review"},{"key":"12806_CR13","unstructured":"Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates."},{"issue":"2","key":"12806_CR14","doi-asserted-by":"publisher","first-page":"183","DOI":"10.1002\/acp.1661","volume":"25","author":"BB De Koning","year":"2011","unstructured":"De Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & Paas, F. (2011). Improved effectiveness of cueing by self-explanations when learning from a complex animation. Applied Cognitive Psychology, 25(2), 183\u2013194. https:\/\/doi.org\/10.1002\/acp.1661","journal-title":"Applied Cognitive Psychology"},{"issue":"5","key":"12806_CR15","doi-asserted-by":"publisher","first-page":"1601","DOI":"10.1007\/s11423-022-10139-3","volume":"70","author":"L Elme","year":"2022","unstructured":"Elme, L., J\u00f8rgensen, M. L. M., Dandanell, G., Mottelson, A., & Makransky, G. (2022). Immersive virtual reality in STEM: Is IVR an effective learning medium and does adding self-explanation after a lesson improve learning outcomes? Educational Technology Research and Development, 70(5), 1601\u20131626. https:\/\/doi.org\/10.1007\/s11423-022-10139-3","journal-title":"Educational Technology Research and Development"},{"issue":"5","key":"12806_CR18","doi-asserted-by":"publisher","first-page":"1142","DOI":"10.1002\/acp.3994","volume":"36","author":"L Fiorella","year":"2022","unstructured":"Fiorella, L. (2022). Learning by explaining after pauses in video lectures: Are provided visuals a scaffold or a crutch? Applied Cognitive Psychology, 36(5), 1142\u20131149. https:\/\/doi.org\/10.1002\/acp.3994","journal-title":"Applied Cognitive Psychology"},{"issue":"4","key":"12806_CR16","doi-asserted-by":"publisher","first-page":"717","DOI":"10.1007\/s10648-015-9348-9","volume":"28","author":"L Fiorella","year":"2015","unstructured":"Fiorella, L., & Mayer, R. E. (2015). Eight ways to promote generative learning. Educational Psychology Review, 28(4), 717\u2013741. https:\/\/doi.org\/10.1007\/s10648-015-9348-9","journal-title":"Educational Psychology Review"},{"issue":"6","key":"12806_CR17","doi-asserted-by":"publisher","first-page":"1574","DOI":"10.1002\/acp.3871","volume":"35","author":"L Fiorella","year":"2021","unstructured":"Fiorella, L., Pyres, M., & Hebert, R. (2021). Explaining and drawing activities for learning from multimedia: The role of sequencing and scaffolding. Applied Cognitive Psychology, 35(6), 1574\u20131584. https:\/\/doi.org\/10.1002\/acp.3871","journal-title":"Applied Cognitive Psychology"},{"key":"12806_CR19","unstructured":"Fonseca, B., & Chi, M. T. H. (2011). The self-explanation effect: A constructive learning activity. The Handbook of Research on Learning and Instruction, 270\u2013321."},{"key":"12806_CR20","doi-asserted-by":"publisher","first-page":"5","DOI":"10.13811\/j.cnki.eer.2014.07.001","volume":"07","author":"K He","year":"2014","unstructured":"He, K. (2014). Exploring the essence of flipped classroom and examining the future development of flipped classroom in China. e-Education Research, 07, 5\u201316. https:\/\/doi.org\/10.13811\/j.cnki.eer.2014.07.001","journal-title":"e-Education Research"},{"issue":"1","key":"12806_CR21","first-page":"71","volume":"21","author":"CY Hsu","year":"2012","unstructured":"Hsu, C. Y., Tsai, C. C., & Wang, H. Y. (2012). Facilitating third graders\u2019 acquisition of scientific concepts through digital game-based learning: The effects of self-explanation principles. The Asia-Pacific Education Researcher, 21(1), 71\u201382. https:\/\/www.ejournals.ph\/article.php?id=4301","journal-title":"The Asia-Pacific Education Researcher"},{"issue":"4","key":"12806_CR28","doi-asserted-by":"publisher","first-page":"4771","DOI":"10.1007\/s10639-021-10499-y","volume":"26","author":"Y Iltuzer","year":"2021","unstructured":"Iltuzer, Y., & Demiraslan Cevik, Y. (2021). Effects of self-explanation on applying decision rules in an online learning environment. Education and Information Technologies, 26(4), 4771\u20134794. https:\/\/doi.org\/10.1007\/s10639-021-10499-y","journal-title":"Education and Information Technologies"},{"issue":"3","key":"12806_CR22","doi-asserted-by":"publisher","first-page":"588","DOI":"10.1037\/a0019682","volume":"102","author":"H Jang","year":"2010","unstructured":"Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102(3), 588. https:\/\/doi.org\/10.1037\/a0019682","journal-title":"Journal of Educational Psychology"},{"issue":"6","key":"12806_CR23","doi-asserted-by":"publisher","first-page":"1246","DOI":"10.1016\/j.chb.2010.03.025","volume":"26","author":"CI Johnson","year":"2010","unstructured":"Johnson, C. I., & Mayer, R. E. (2010). Applying the self-explanation principle to multimedia learning in a computer-based game-like environment. Computers in Human Behavior, 26(6), 1246\u20131252. https:\/\/doi.org\/10.1016\/j.chb.2010.03.025","journal-title":"Computers in Human Behavior"},{"key":"12806_CR24","doi-asserted-by":"publisher","first-page":"74","DOI":"10.1016\/j.iheduc.2015.06.002","volume":"27","author":"V Kovanovic","year":"2015","unstructured":"Kovanovic, V., Ga\u0161evi\u0107, D., Joksimovi\u0107, S., Hatala, M., & Adesope, O. (2015). Analytics of communities of inquiry: Effects of learning technology use on cognitive presence in asynchronous online discussions. The Internet and Higher Education, 27, 74\u201389. https:\/\/doi.org\/10.1016\/j.iheduc.2015.06.002","journal-title":"The Internet and Higher Education"},{"key":"12806_CR25","doi-asserted-by":"publisher","unstructured":"Krieglstein, F., Beege, M., Rey, G. D., Sanchez-Stockhammer, C., & Schneider, S. (2023). Development and validation of a theory-based questionnaire to measure different types of cognitive load. Educational Psychology Review, 35(1). https:\/\/doi.org\/10.1007\/s10648-023-09738-0","DOI":"10.1007\/s10648-023-09738-0"},{"issue":"4","key":"12806_CR26","doi-asserted-by":"publisher","first-page":"1859","DOI":"10.1007\/s10648-021-09594-w","volume":"33","author":"AP Lawson","year":"2021","unstructured":"Lawson, A. P., & Mayer, R. E. (2021). Benefits of writing an explanation during pauses in multimedia lessons. Educational Psychology Review, 33(4), 1859\u20131885. https:\/\/doi.org\/10.1007\/s10648-021-09594-w","journal-title":"Educational Psychology Review"},{"issue":"4","key":"12806_CR27","doi-asserted-by":"publisher","first-page":"799","DOI":"10.1080\/10494820.2014.924531","volume":"24","author":"L Lin","year":"2014","unstructured":"Lin, L., Atkinson, R. K., Savenye, W. C., & Nelson, B. C. (2014). Effects of visual cues and self-explanation prompts: Empirical evidence in a multimedia environment. Interactive Learning Environments, 24(4), 799\u2013813. https:\/\/doi.org\/10.1080\/10494820.2014.924531","journal-title":"Interactive Learning Environments"},{"key":"12806_CR29","doi-asserted-by":"crossref","unstructured":"Mayer, R. E. (2005). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning. Cambridge University Press.","DOI":"10.1017\/CBO9780511816819"},{"key":"12806_CR30","doi-asserted-by":"publisher","unstructured":"Mayer, R. E. (2010). Techniques that reduce extraneous cognitive load and manage intrinsic cognitive load during multimedia learning (R. Moreno, Ed.). In J. L. Plass, R. Moreno, & R. Br\u00fcnken (Eds.), Cognitive load theory (pp. 131\u2013152). Cambridge University Press. https:\/\/doi.org\/10.1017\/CBO9780511844744.009","DOI":"10.1017\/CBO9780511844744.009"},{"key":"12806_CR31","doi-asserted-by":"crossref","unstructured":"Mayer, R. E. (2014a). Introduction to multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 1\u201324). Cambridge University Press.","DOI":"10.1017\/CBO9781139547369.002"},{"key":"12806_CR32","doi-asserted-by":"publisher","first-page":"171","DOI":"10.1016\/j.learninstruc.2013.04.003","volume":"29","author":"RE Mayer","year":"2014","unstructured":"Mayer, R. E. (2014b). Incorporating motivation into multimedia learning. Learning and Instruction, 29, 171\u2013173. https:\/\/doi.org\/10.1016\/j.learninstruc.2013.04.003","journal-title":"Learning and Instruction"},{"key":"12806_CR33","doi-asserted-by":"crossref","unstructured":"Mayer, R. E., & Alexander, P. A. (Eds.). (2016). Handbook of research on learning and instruction(pp. 369\u2009\u2013\u2009364). Taylor & Francis.","DOI":"10.4324\/9781315736419"},{"key":"12806_CR34","doi-asserted-by":"publisher","first-page":"29","DOI":"10.13541\/j.cnki.chinade.2019.10.005","volume":"10","author":"S Mu","year":"2019","unstructured":"Mu, S., & Wang, X. (2019). A study of deep learning strategies in online learning. Distance Education in China, 10, 29\u201339. https:\/\/doi.org\/10.13541\/j.cnki.chinade.2019.10.005","journal-title":"Distance Education in China"},{"issue":"1","key":"12806_CR35","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1207\/s15326985ep3801_1","volume":"38","author":"F Paas","year":"2003","unstructured":"Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38(1), 1\u20134. https:\/\/doi.org\/10.1207\/s15326985ep3801_1","journal-title":"Educational Psychologist"},{"issue":"2","key":"12806_CR36","doi-asserted-by":"publisher","first-page":"659","DOI":"10.1111\/bjet.13048","volume":"52","author":"Z Pi","year":"2021","unstructured":"Pi, Z., Zhang, Y., Zhou, W., Xu, K., Chen, Y., Yang, J., & Zhao, Q. (2021). Learning by explaining to oneself and a peer enhances learners\u2019 theta and alpha oscillations while watching video lectures. British Journal of Educational Technology, 52(2), 659\u2013679. https:\/\/doi.org\/10.1111\/bjet.13048","journal-title":"British Journal of Educational Technology"},{"key":"12806_CR37","doi-asserted-by":"publisher","unstructured":"Quiroga, L. M., Crosby, M. E., & Iding, M. K. (2004). Reducing cognitive load. In Proceedings of the 37th Annual Hawaii International Conference on System Sciences (pp. 9). IEEE. https:\/\/doi.org\/10.1109\/HICSS.2004.1265328","DOI":"10.1109\/HICSS.2004.1265328"},{"key":"12806_CR38","doi-asserted-by":"crossref","unstructured":"Renkl, A. (2005). The worked-out example principle in multimedia learning. In R. E. Mayer (Ed.), Cambridge handbook of multimedia learning (pp. 229\u2013247). Cambridge University Press.","DOI":"10.1017\/CBO9780511816819.016"},{"key":"12806_CR39","doi-asserted-by":"publisher","first-page":"450","DOI":"10.1037\/0022-3514.43.3.450","volume":"43","author":"RM Ryan","year":"1982","unstructured":"Ryan, R. M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of Personality and Social Psychology, 43, 450\u2013461. https:\/\/doi.org\/10.1037\/0022-3514.43.3.450","journal-title":"Journal of Personality and Social Psychology"},{"key":"12806_CR40","unstructured":"Sun, C., & Li, S. (2017). Cognitive load theory and its application in instructional design (pp. 18\u201325). Tsinghua University."},{"issue":"2","key":"12806_CR41","doi-asserted-by":"publisher","first-page":"165","DOI":"10.1016\/j.learninstruc.2006.02.005","volume":"16","author":"J Sweller","year":"2006","unstructured":"Sweller, J. (2006). The worked example effect and human cognition. Learning and Instruction, 16(2), 165\u2013169. https:\/\/doi.org\/10.1016\/j.learninstruc.2006.02.005","journal-title":"Learning and Instruction"},{"key":"12806_CR43","doi-asserted-by":"publisher","first-page":"251","DOI":"10.1023\/a:1022193728205","volume":"10","author":"J Sweller","year":"1998","unstructured":"Sweller, J., Van Merrienboer, J. J., & Paas, F. G. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251\u2013296. https:\/\/doi.org\/10.1023\/a:1022193728205","journal-title":"Educational Psychology Review"},{"key":"12806_CR42","doi-asserted-by":"crossref","unstructured":"Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. Springer.","DOI":"10.1007\/978-1-4419-8126-4"},{"issue":"2","key":"12806_CR44","doi-asserted-by":"publisher","first-page":"87","DOI":"10.1080\/00461527409529129","volume":"11","author":"MC Wittrock","year":"1974","unstructured":"Wittrock, M. C. (1974). Learning as a generative process. Educational Psychologist, 11(2), 87\u201395. https:\/\/doi.org\/10.1080\/00461527409529129","journal-title":"Educational Psychologist"},{"key":"12806_CR45","doi-asserted-by":"publisher","unstructured":"Wylie, R., & Chi, M. T. H. (2014). The self-explanation Principle in Multimedia Learning. In R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 413\u2013432). Cambridge University Press. https:\/\/doi.org\/10.1017\/cbo9781139547369.021","DOI":"10.1017\/cbo9781139547369.021"},{"issue":"02","key":"12806_CR46","doi-asserted-by":"publisher","first-page":"58","DOI":"10.19563\/j.cnki.sdjk.2021.02.006","volume":"9","author":"CR Yang","year":"2021","unstructured":"Yang, C. R., Jiang, A. Q., & Chen, W. D. (2021a). Seeking and justifying self-explanation effect in multi-media learning. Journal of Suzhou University (Education Science Edition), 9(02), 58\u201367. https:\/\/doi.org\/10.19563\/j.cnki.sdjk.2021.02.006","journal-title":"Journal of Suzhou University (Education Science Edition)"},{"issue":"10","key":"12806_CR47","doi-asserted-by":"publisher","first-page":"40","DOI":"10.13811\/j.cnki.eer.2021.10.006","volume":"42","author":"J Yang","year":"2021","unstructured":"Yang, J., Zhang, Y., Xu, K., & Pi, Z. (2021b). The effects of learning strategies on Video Learning: Imagination, drawing and self-explanation strategies. e-Education Research, 42(10), 40\u201347. https:\/\/doi.org\/10.13811\/j.cnki.eer.2021.10.006","journal-title":"e-Education Research"},{"issue":"05","key":"12806_CR48","doi-asserted-by":"publisher","first-page":"65","DOI":"10.13425\/j.cnki.jjou.2022.05.009","volume":"33","author":"T Yu","year":"2022","unstructured":"Yu, T., Huang, X., & Wang, Z. (2022). Review of empirical research on cognitive load of multimedia learning in digital environment. Lifelong Education Research, 33(05), 65\u201372. https:\/\/doi.org\/10.13425\/j.cnki.jjou.2022.05.009","journal-title":"Lifelong Education Research"},{"key":"12806_CR49","doi-asserted-by":"publisher","first-page":"321","DOI":"10.1007\/s12528-021-09301-2","volume":"34","author":"M Zhu","year":"2022","unstructured":"Zhu, M., & Doo, M. Y. (2022). The relationship among motivation, self-monitoring, self-management, and learning strategies of MOOC learners. Journal of Computing in Higher Education, 34, 321\u2013342. https:\/\/doi.org\/10.1007\/s12528-021-09301-2","journal-title":"Journal of Computing in Higher Education"}],"container-title":["Education and Information Technologies"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1007\/s10639-024-12806-9.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/link.springer.com\/article\/10.1007\/s10639-024-12806-9\/fulltext.html","content-type":"text\/html","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1007\/s10639-024-12806-9.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2024,12,18]],"date-time":"2024-12-18T14:13:18Z","timestamp":1734531198000},"score":1,"resource":{"primary":{"URL":"https:\/\/link.springer.com\/10.1007\/s10639-024-12806-9"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2024,5,27]]},"references-count":48,"journal-issue":{"issue":"17","published-print":{"date-parts":[[2024,12]]}},"alternative-id":["12806"],"URL":"https:\/\/doi.org\/10.1007\/s10639-024-12806-9","relation":{},"ISSN":["1360-2357","1573-7608"],"issn-type":[{"value":"1360-2357","type":"print"},{"value":"1573-7608","type":"electronic"}],"subject":[],"published":{"date-parts":[[2024,5,27]]},"assertion":[{"value":"6 February 2024","order":1,"name":"received","label":"Received","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"17 May 2024","order":2,"name":"accepted","label":"Accepted","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"27 May 2024","order":3,"name":"first_online","label":"First Online","group":{"name":"ArticleHistory","label":"Article History"}},{"order":1,"name":"Ethics","group":{"name":"EthicsHeading","label":"Declarations"}},{"value":"None.","order":2,"name":"Ethics","group":{"name":"EthicsHeading","label":"Conflict of interest"}}]}}