{"meta":{"query_hash":"8a2c0439f69c","filters":{"topic":"Gender and Technology in Education"},"cohort_total":388,"direct_labels_cover":1,"predictions_cover":388,"exported":388,"export_cap":100000,"truncated":false,"label_status":"direct model label, unvalidated","prediction_status":"machine_predicted_unvalidated (Codex and Gemma teacher distillation)","score_status":"score_only:v0-immature-baseline","snapshot":{"source":"OpenAlex, pinned release, all 482 partitions","release":"2026-06-24","frame_built":"2026-07-12"},"permalink":"https://metacan.xera.ac/q/8a2c0439f69c","api":"https://metacan.xera.ac/api/v1/cohort?topic=Gender+and+Technology+in+Education"},"results":[{"id":"W102750653","doi":"10.29173/slw6801","title":"Research Instruments for Measuring the Impact of School Libraries on Student Achievement and Motivation","year":2001,"lang":"en","type":"article","venue":"School Libraries Worldwide","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"School library; Survey instrument; Principal (computer security); Psychology; Mathematics education; Student achievement; Medical education; Academic achievement; Pedagogy; Library science; Computer science; Applied psychology; Medicine","score_opus":0.1011820172321125,"score_gpt":0.3908568804923413,"score_spread":0.2896748632602288,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W102750653","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"methods","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":"methods","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9730727,0.0002195862,0.007989352,0.00031544873,0.00006354031,0.0039835614,0.0008145929,0.00014484959,0.013396251],"genre_scores_gemma":[0.95638406,0.0003594728,0.02685089,0.00022118869,0.000045072404,0.012796934,0.0010114069,0.00003329963,0.0022977875],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9913679,0.0045312373,0.0010167765,0.0004315806,0.0019833283,0.00066914735],"domain_scores_gemma":[0.956479,0.021821437,0.010807464,0.002562365,0.0060541234,0.0022755747],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.01465915,0.00064083654,0.00056088105,0.0047926074,0.002103187,0.0016245664,0.0008652799,0.0007682058,0.003943307],"category_scores_gemma":[0.031701844,0.00049298315,0.0010162793,0.003262572,0.0010826715,0.0013004612,0.001666776,0.0015490243,0.0007652365],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012351724,0.00444704,0.89067674,0.00026426316,0.00007776787,0.00004253135,0.0053462056,0.00038600276,0.00093600387,0.0015297348,0.0015883063,0.09458195],"study_design_scores_gemma":[0.000062426596,0.0022042121,0.98328364,0.00009986212,0.00005559033,0.000056536235,0.0061805663,0.0008183997,0.0017488556,0.0009117683,0.004541779,0.000036307214],"about_ca_topic_score_codex":0.0019051454,"about_ca_topic_score_gemma":0.0048152814,"teacher_disagreement_score":0.98534083,"about_ca_system_score_codex":0.0011857384,"about_ca_system_score_gemma":0.0028329487,"threshold_uncertainty_score":0.07752591},"labels":[],"label_agreement":null},{"id":"W105103208","doi":"","title":"Women in Information Technology Initiatives in Canada: Towards Fact-based Evaluations","year":2004,"lang":"en","type":"article","venue":"Journal of the Association for Information Systems","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"British Columbia Institute of Technology; University of Ottawa; University of Alberta; University of Calgary","keywords":"Government (linguistics); Order (exchange); Exploratory research; Private sector; Exploratory analysis; Program evaluation; Management science; Public relations; Computer science; Knowledge management; Political science; Business; Economic growth; Engineering; Data science; Public administration; Economics; Sociology; Social science","score_opus":0.021660458264389944,"score_gpt":0.3027934581208971,"score_spread":0.28113299985650714,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W105103208","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7738134,0.07655644,0.021346709,0.039969444,0.0007232739,0.0102440845,0.004465791,0.0002247097,0.07265606],"genre_scores_gemma":[0.9460214,0.017253581,0.025348186,0.0024293878,0.000055371598,0.0057667093,0.0008999864,0.000067823814,0.0021575792],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.7670669,0.16855974,0.010432087,0.0035421383,0.046325773,0.0040734727],"domain_scores_gemma":[0.6576815,0.21972966,0.023008024,0.007636237,0.0869378,0.005006744],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.28647256,0.0007463052,0.002164225,0.011335002,0.0067798807,0.008997686,0.003053961,0.0012264566,0.0024445422],"category_scores_gemma":[0.3279122,0.0011219735,0.0014065511,0.02105316,0.005124184,0.0060220687,0.0058404813,0.00195875,0.00011909795],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0026348783,0.0009936703,0.18514149,0.017060539,0.0031868853,0.00023885006,0.16788939,0.002915182,0.0007868278,0.02690795,0.010851399,0.58139294],"study_design_scores_gemma":[0.0026848256,0.0037198104,0.4504134,0.0749081,0.009079141,0.00015607377,0.2715588,0.006566056,0.0057115965,0.023747789,0.15081505,0.0006393986],"about_ca_topic_score_codex":0.8390385,"about_ca_topic_score_gemma":0.8991435,"teacher_disagreement_score":0.28647256,"about_ca_system_score_codex":0.11450325,"about_ca_system_score_gemma":0.1763074,"threshold_uncertainty_score":0.87990636},"labels":[],"label_agreement":null},{"id":"W130466904","doi":"10.55016/ojs/ajer.v49i2.54970","title":"Influence of Socioeconomic Status and Gender on High School Seniors' Use of Computers at Home and at School","year":2003,"lang":"en","type":"article","venue":"Alberta Journal of Educational Research","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Athabasca University; University of Alberta","funders":"Social Sciences and Humanities Research Council of Canada; University of Alberta","keywords":"Socioeconomic status; Psychology; Gerontology; Developmental psychology; Sociology; Demography; Medicine","score_opus":0.06060570382898343,"score_gpt":0.38340700624085,"score_spread":0.32280130241186655,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W130466904","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9982784,0.00009345154,0.00001396133,0.000090805195,0.000006151137,0.0000015513995,0.000056059136,9.741409e-7,0.0014586913],"genre_scores_gemma":[0.99945146,0.000033414013,0.0000102841705,0.000019536203,0.0000028052953,9.436696e-7,0.000026883246,0.0000010137554,0.00045362022],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99930906,0.00016316512,0.000025391466,0.000075555334,0.00016556715,0.00026124215],"domain_scores_gemma":[0.9978302,0.00053486426,0.00043982134,0.00006640614,0.00022477399,0.000903776],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006845546,0.00020064188,0.00030651822,0.0006828272,0.0009259908,0.0009858655,0.0002770247,0.00034367625,0.004293827],"category_scores_gemma":[0.0029140564,0.00013794594,0.00034799462,0.00055121153,0.0006629978,0.0003498893,0.0006090922,0.0003769984,0.00031972257],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016155657,0.0000875046,0.9925403,0.000005786413,0.000034731358,0.00010840004,0.0018060706,0.000021463178,0.00026209393,0.00014992755,0.00021816493,0.0046040877],"study_design_scores_gemma":[0.0000022886663,0.000061906925,0.99728954,0.0000074673967,0.000011446312,0.000033261986,0.002209648,0.000045216802,0.00003883158,0.00004841414,0.00024892166,0.00000306317],"about_ca_topic_score_codex":0.06702081,"about_ca_topic_score_gemma":0.15088099,"teacher_disagreement_score":0.93297917,"about_ca_system_score_codex":0.00067831494,"about_ca_system_score_gemma":0.0006946056,"threshold_uncertainty_score":0.13326138},"labels":[],"label_agreement":null},{"id":"W13981859","doi":"","title":"Offline: Where Tech Communities Succeed With Women","year":2009,"lang":"en","type":"article","venue":"The open source business resource","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Online and offline; Computer science; Operating system","score_opus":0.020665087185308687,"score_gpt":0.28657976361106474,"score_spread":0.26591467642575606,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W13981859","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.24183235,0.0014186003,0.0053616054,0.060459178,0.0015915382,0.00011078546,0.00031471116,0.00040703706,0.6885043],"genre_scores_gemma":[0.8877695,0.0005119594,0.0012787896,0.004179783,0.0003723077,0.000085677486,0.00011295222,0.00040994954,0.10527899],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9972705,0.0013059197,0.000038637052,0.00023028714,0.00028903986,0.00086556224],"domain_scores_gemma":[0.99260896,0.0018291175,0.00050961366,0.00049353525,0.00057370425,0.0039850892],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.002310847,0.0005629288,0.0003448874,0.0016462418,0.025814325,0.017457282,0.0016657875,0.0039288425,0.07888773],"category_scores_gemma":[0.0067419456,0.00031272342,0.00036944836,0.0016698415,0.010622797,0.020235283,0.01597331,0.0034315635,0.009234644],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003115633,0.0004772146,0.017333834,0.000252049,0.000028375991,0.0030370122,0.40899992,0.0001249791,0.0020016802,0.27369455,0.15280975,0.14092909],"study_design_scores_gemma":[0.000025986417,0.00006222046,0.004649758,0.00028076817,0.000019644089,0.00047666085,0.5559924,0.0001438571,0.0006275821,0.054894377,0.38279617,0.000030535208],"about_ca_topic_score_codex":0.0054083103,"about_ca_topic_score_gemma":0.017294811,"teacher_disagreement_score":0.9741857,"about_ca_system_score_codex":0.0021676775,"about_ca_system_score_gemma":0.0060929805,"threshold_uncertainty_score":0.26390576},"labels":[],"label_agreement":null},{"id":"W140812431","doi":"10.1023/a:1012566325436","title":"Computers and Education in the 21st Century:","year":2001,"lang":"en","type":"article","venue":"Education and Information Technologies","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Educational technology; Computer science; Sociology; Pedagogy","score_opus":0.010784851220632993,"score_gpt":0.2891038758451505,"score_spread":0.2783190246245175,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W140812431","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.048747897,0.42146787,0.0015169476,0.21056044,0.0029842511,0.000013192276,0.00014778772,0.00006713329,0.31449446],"genre_scores_gemma":[0.7505621,0.17858224,0.0007779125,0.017764665,0.004536693,0.000029852326,0.00007743445,0.0000426798,0.047626477],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.99863297,0.00056706637,0.00003692092,0.0001596406,0.00030462432,0.00029874063],"domain_scores_gemma":[0.9977938,0.0010892607,0.00025952322,0.00007129373,0.00029460833,0.0004914695],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013583014,0.00045541118,0.00038352775,0.002000638,0.0029304677,0.014460731,0.0004476716,0.0045151757,0.0138244135],"category_scores_gemma":[0.0028976805,0.00013916234,0.00020561983,0.0038727024,0.011828917,0.015814798,0.0034594233,0.0027450898,0.0008167914],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006852577,0.00008927035,0.0066425367,0.0004923904,0.000016605612,0.0002281767,0.027488047,0.00029087157,0.00021274634,0.8254365,0.03550038,0.10353402],"study_design_scores_gemma":[0.000012276285,0.000056315057,0.012309745,0.0010681844,0.00001538658,0.00042588712,0.03778044,0.00023066084,0.00014259746,0.16463844,0.7832887,0.000031326297],"about_ca_topic_score_codex":0.013425709,"about_ca_topic_score_gemma":0.02313446,"teacher_disagreement_score":0.014460731,"about_ca_system_score_codex":0.0051285755,"about_ca_system_score_gemma":0.0042244187,"threshold_uncertainty_score":0.046247244},"labels":[],"label_agreement":null},{"id":"W1492288532","doi":"","title":"Assessing Information and Communication Technology Literacy of Education Undergraduates: Instrument Development","year":2002,"lang":"en","type":"article","venue":"EdMedia: World Conference on Educational Media and Technology","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":16,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Literacy; Computer science; Mathematics education; Psychology; Pedagogy; Multimedia","score_opus":0.05199891048869372,"score_gpt":0.3248783160381925,"score_spread":0.2728794055494988,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1492288532","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9896965,0.00014725183,0.002775733,0.00022498643,0.000042063013,0.0024293263,0.0002911624,0.000058044134,0.0043348847],"genre_scores_gemma":[0.95648,0.00069550757,0.029968051,0.00033116827,0.000041683736,0.0071932506,0.0011594513,0.000040407274,0.0040904256],"study_design_codex":"observational","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.9947121,0.0017377533,0.0012838324,0.00035339635,0.0013899057,0.0005229996],"domain_scores_gemma":[0.97335106,0.012909114,0.0027069892,0.0013274117,0.0074266386,0.0022787505],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011416521,0.0006326809,0.0009390385,0.0022853536,0.00087874086,0.0016012555,0.0008057549,0.0010100357,0.0027363747],"category_scores_gemma":[0.027672503,0.00089964876,0.0012232815,0.0013645957,0.0006751225,0.0015548177,0.0027192275,0.0018822405,0.0011370243],"study_design_candidate":"bench_or_experimental","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00062335713,0.005146757,0.79257864,0.00024741932,0.00010823493,0.00010496255,0.013365984,0.000389782,0.0032397716,0.0007005946,0.002243308,0.18125114],"study_design_scores_gemma":[0.00027303927,0.00410778,0.9678843,0.00023258822,0.00013263112,0.0003488424,0.009468013,0.0028085117,0.006500912,0.0009766766,0.0071969237,0.000069735885],"about_ca_topic_score_codex":0.0009884782,"about_ca_topic_score_gemma":0.002008462,"teacher_disagreement_score":0.011416521,"about_ca_system_score_codex":0.0008205065,"about_ca_system_score_gemma":0.0033052803,"threshold_uncertainty_score":0.06037706},"labels":[],"label_agreement":null},{"id":"W1501842105","doi":"10.1007/978-0-387-35509-2_8","title":"Gender Differences in Vancouver Secondary Students","year":2000,"lang":"en","type":"book-chapter","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"Vancouver Foundation","keywords":"Personality; Perception; Psychology; Medical education; Computer literacy; Work (physics); Applied psychology; Social psychology; Mathematics education; Medicine; Engineering","score_opus":0.042302573415047263,"score_gpt":0.31256488694137774,"score_spread":0.27026231352633046,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1501842105","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98361546,0.0007527007,0.000027234468,0.00034077503,0.00004386825,0.000008161953,0.0002011946,0.000004592176,0.015006033],"genre_scores_gemma":[0.9855666,0.00063160766,0.000026599777,0.00013293662,0.000015314523,0.000006998046,0.00013532439,0.0000062797,0.013478422],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99949694,0.000053206284,0.000019273843,0.00005500754,0.0001662702,0.000209355],"domain_scores_gemma":[0.9989993,0.00014767474,0.0001489487,0.000023314831,0.00023622562,0.00044451142],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004500686,0.00019933569,0.00033811753,0.0013961357,0.001659756,0.0018134146,0.00024943126,0.0004425968,0.014858029],"category_scores_gemma":[0.0015294076,0.00015863274,0.00016926882,0.0013775254,0.0005204538,0.0003162276,0.0005611152,0.00038241656,0.0021190634],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002370879,0.00025519647,0.8867647,0.00006825371,0.000022371196,0.00087627006,0.049101375,0.000032186763,0.0013694129,0.001066474,0.004845933,0.0553606],"study_design_scores_gemma":[0.000006298642,0.00011400447,0.95749503,0.000052287465,0.000008949537,0.00030549822,0.029984673,0.00004863921,0.0001444466,0.0001787204,0.0116518615,0.00000955677],"about_ca_topic_score_codex":0.11851244,"about_ca_topic_score_gemma":0.2770536,"teacher_disagreement_score":0.88148755,"about_ca_system_score_codex":0.0010111853,"about_ca_system_score_gemma":0.0007430101,"threshold_uncertainty_score":0.2356453},"labels":[],"label_agreement":null},{"id":"W1501854151","doi":"","title":"Hard and Soft Technologies: Stories of Women and Technology","year":2008,"lang":"en","type":"article","venue":"E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Lethbridge","funders":"","keywords":"Information and Communications Technology; Entertainment; Worry; Representation (politics); Information technology; Emerging technologies; Sociology; Psychology; Political science; Computer science","score_opus":0.07497996482092749,"score_gpt":0.31145706989192923,"score_spread":0.23647710507100173,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1501854151","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.75840056,0.01317384,0.004833235,0.09252245,0.0032100293,0.00016479146,0.00037822218,0.00014083051,0.12717594],"genre_scores_gemma":[0.9433393,0.0065876353,0.0008014303,0.007424693,0.0006835416,0.00013091821,0.000080135615,0.00013478396,0.040817644],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99448955,0.003774656,0.00009927439,0.0002499934,0.0006148948,0.0007715841],"domain_scores_gemma":[0.99412763,0.003498446,0.00045051507,0.00015393924,0.00036589016,0.0014035398],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0036540173,0.0017938945,0.00082012394,0.001657153,0.018555159,0.00793736,0.0016915455,0.004275045,0.0040252185],"category_scores_gemma":[0.010477867,0.0005800292,0.00049886934,0.0016244766,0.014505953,0.011392376,0.009167409,0.0070446874,0.0011030056],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000040663635,0.000027261169,0.0010054332,0.000077115255,0.000006077489,0.001736956,0.9755603,0.000022562164,0.00028875217,0.007503127,0.0075001945,0.006231524],"study_design_scores_gemma":[0.0000042918964,0.000058066504,0.0006309711,0.00018253784,0.0000070282954,0.0016241454,0.8522138,0.000051109,0.00029937588,0.0016187936,0.14329071,0.00001918495],"about_ca_topic_score_codex":0.004111079,"about_ca_topic_score_gemma":0.0049770456,"teacher_disagreement_score":0.018555159,"about_ca_system_score_codex":0.0027987596,"about_ca_system_score_gemma":0.0013910095,"threshold_uncertainty_score":0.020306587},"labels":[],"label_agreement":null},{"id":"W1511602097","doi":"","title":"Women, work, and computerization : charting a course to the future : IFIP TC9 WG9.1 Seventh International Conference on Women, Work, and Computerization, June 8-11, 2000, Vancouver, British Columbia, Canada","year":2000,"lang":"en","type":"book","venue":"Kluwer Academic Publishers eBooks","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Appeal; Bachelor; Citizenship; Gender studies; Sociology; Library science; Humanities; Computer science; Art; Political science; Politics; Law","score_opus":0.011751063729439183,"score_gpt":0.23266103446312247,"score_spread":0.2209099707336833,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1511602097","genre_codex":"commentary","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.005437494,0.2751338,0.00526927,0.54685515,0.020050446,0.00042463935,0.0006729232,0.000417171,0.14573908],"genre_scores_gemma":[0.0972606,0.30507568,0.012868337,0.029175289,0.0066415835,0.00054708275,0.0019705498,0.0005049382,0.54595596],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9983315,0.0003909609,0.000054061045,0.00013049261,0.0005249507,0.0005681446],"domain_scores_gemma":[0.9963319,0.00031185127,0.00009751972,0.00009111083,0.0010420046,0.0021256525],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0057128994,0.0010686035,0.0009055587,0.0030494872,0.00863181,0.010415532,0.0016813107,0.004308205,0.029256342],"category_scores_gemma":[0.0023034995,0.0006778725,0.0003739628,0.004132082,0.008225164,0.0058484906,0.0065315994,0.0054060263,0.007288767],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004266898,0.00006631404,0.0016245648,0.00034140868,0.0000047451367,0.00010431718,0.007263803,0.00012652267,0.00037160958,0.024983937,0.646351,0.31871918],"study_design_scores_gemma":[0.0000052164096,0.00001941989,0.0025258951,0.000952053,0.000004647737,0.00005725061,0.017379439,0.00005944413,0.000080610895,0.0071991435,0.9716978,0.000019004958],"about_ca_topic_score_codex":0.3493284,"about_ca_topic_score_gemma":0.53496444,"teacher_disagreement_score":0.6506716,"about_ca_system_score_codex":0.014939323,"about_ca_system_score_gemma":0.037839,"threshold_uncertainty_score":0.69459015},"labels":[],"label_agreement":null},{"id":"W1514480527","doi":"","title":"Distance Education: A Women's Studies Perspective","year":2009,"lang":"en","type":"article","venue":"Thirdspace","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Distance education; Perspective (graphical); Curriculum; Feminist pedagogy; Pedagogy; Sociology; Feminism; Class (philosophy); Bridge (graph theory); Gender studies; Epistemology; Computer science; Medicine","score_opus":0.02613878092365688,"score_gpt":0.3980844361622146,"score_spread":0.3719456552385577,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1514480527","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0840173,0.06725013,0.0083528105,0.2374892,0.0031563141,0.000051461004,0.00021321788,0.000056651446,0.599413],"genre_scores_gemma":[0.84650123,0.031178322,0.0011520789,0.018524293,0.0013413111,0.00006550817,0.000052935313,0.00005824206,0.1011262],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99752825,0.0014364931,0.00005354257,0.0001785842,0.00029346618,0.00050969963],"domain_scores_gemma":[0.9954639,0.003155115,0.00019839192,0.000101822036,0.00040500602,0.00067573885],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032605676,0.00045181875,0.00042311024,0.0023417328,0.0066261813,0.009205216,0.00092834065,0.002472029,0.01085329],"category_scores_gemma":[0.0031414365,0.00015330987,0.0002613368,0.0021088126,0.011278409,0.0065929038,0.004550609,0.0031160482,0.0007087225],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000030818625,0.00007327403,0.0024894075,0.00038937654,0.000009734009,0.0006251301,0.16747776,0.00010558989,0.00049679726,0.74582416,0.015460694,0.06701736],"study_design_scores_gemma":[0.00000516625,0.000051388623,0.0015381261,0.000758851,0.0000059179174,0.00027084773,0.18981628,0.000058748414,0.00047621512,0.035762414,0.7712465,0.000009570642],"about_ca_topic_score_codex":0.01714695,"about_ca_topic_score_gemma":0.026576893,"teacher_disagreement_score":0.01714695,"about_ca_system_score_codex":0.007192337,"about_ca_system_score_gemma":0.0050436673,"threshold_uncertainty_score":0.052184343},"labels":[],"label_agreement":null},{"id":"W1524696571","doi":"10.28945/1292","title":"Encouraging Girls to Consider a Career in ICT: A Review of Strategies","year":2010,"lang":"en","type":"review","venue":"Journal of Information Technology Education Innovations in Practice","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":31,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"University of Waterloo; Queensland University of Technology","keywords":"Information and Communications Technology; Psychology; Sociology; Computer science; World Wide Web","score_opus":0.046807513814696396,"score_gpt":0.45206242466114616,"score_spread":0.40525491084644977,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1524696571","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00020572715,0.99866724,0.00005240869,0.0004708892,0.0000821178,0.00001124715,0.000016199032,0.0000027597466,0.0004913755],"genre_scores_gemma":[0.0011749669,0.9982653,0.00015340306,0.00020561533,0.000034502147,0.00001619591,0.000013415924,0.0000016020301,0.000134996],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9990839,0.00031780076,0.00017691955,0.00012804191,0.00023899553,0.000054337474],"domain_scores_gemma":[0.99575907,0.0033638093,0.00028773694,0.00004282885,0.00042617414,0.00012045167],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002825477,0.0008864263,0.0019121252,0.0039336523,0.00060790556,0.0013407998,0.0014058662,0.0015798949,0.0036418147],"category_scores_gemma":[0.007033009,0.00046554444,0.00077220815,0.0033957118,0.0008894251,0.001820022,0.0011588703,0.001729346,0.0009792942],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008474675,0.0000829657,0.00032284608,0.042122602,0.00013066361,0.00007633368,0.00036725544,0.00010594992,0.00016390778,0.002098456,0.011048498,0.94339573],"study_design_scores_gemma":[0.00009015249,0.00027925288,0.004605988,0.11411569,0.0006116896,0.0012075643,0.001738493,0.00007644622,0.00048763867,0.0022501717,0.87448496,0.00005192528],"about_ca_topic_score_codex":0.0039861775,"about_ca_topic_score_gemma":0.0114137,"teacher_disagreement_score":0.0039861775,"about_ca_system_score_codex":0.0012054686,"about_ca_system_score_gemma":0.0029944116,"threshold_uncertainty_score":0.014942765},"labels":[],"label_agreement":null},{"id":"W1524870670","doi":"10.17860/efd.18410","title":"Fen ve Matematik Alanları Öğretmen Adaylarında Bilgisayar Okuryazarlığı","year":2014,"lang":"tr","type":"article","venue":"DergiPark (Istanbul University)","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Computer science","score_opus":0.012065253786184508,"score_gpt":0.22718264982268088,"score_spread":0.21511739603649638,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1524870670","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7270298,0.015051811,0.0703497,0.00586794,0.0010357401,0.000347557,0.0034764109,0.0010048862,0.17583609],"genre_scores_gemma":[0.89414936,0.005871251,0.028112326,0.0005953912,0.0001359924,0.00021856773,0.0022048259,0.00023239468,0.06847989],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9988997,0.00015630238,0.00005236872,0.00025005577,0.0004402117,0.00020135533],"domain_scores_gemma":[0.9988569,0.00019814781,0.0001971616,0.00013487492,0.00048785217,0.00012507412],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013566414,0.0009868084,0.0008777777,0.001513947,0.0023756826,0.0033323953,0.0012635696,0.0015153801,0.023040622],"category_scores_gemma":[0.0020456149,0.0004747282,0.0010043858,0.001620937,0.0012352696,0.0021985185,0.0020759827,0.0013260766,0.003943445],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0017873722,0.0006118864,0.16778652,0.0027894806,0.00041568073,0.002393522,0.0072591724,0.014201477,0.049348623,0.054732397,0.03007802,0.6685959],"study_design_scores_gemma":[0.00011725371,0.0010493422,0.3676155,0.0013735704,0.0004727668,0.0023759915,0.025016552,0.013746404,0.058508642,0.03527013,0.49402845,0.00042541325],"about_ca_topic_score_codex":0.016009027,"about_ca_topic_score_gemma":0.023719635,"teacher_disagreement_score":0.023040622,"about_ca_system_score_codex":0.002393946,"about_ca_system_score_gemma":0.0027802032,"threshold_uncertainty_score":0.07707858},"labels":[],"label_agreement":null},{"id":"W1527231010","doi":"","title":"Gender and website design across cultures","year":2009,"lang":"en","type":"article","venue":"European Conference on Information Systems","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Computer science","score_opus":0.08108475508208943,"score_gpt":0.34327326877803926,"score_spread":0.26218851369594987,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1527231010","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96769595,0.0006247196,0.00069834915,0.00055160734,0.00004879756,0.000012077598,0.000026069532,0.000011603188,0.030330807],"genre_scores_gemma":[0.9983491,0.00011609889,0.00013689528,0.00006219205,0.000004335637,0.000005690284,0.000009462833,0.00001385916,0.0013024651],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99372464,0.0041920715,0.00025048837,0.00037827992,0.0009766645,0.0004776997],"domain_scores_gemma":[0.9784106,0.014117577,0.0017074174,0.0012192271,0.002566181,0.0019789508],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004875383,0.00022373952,0.0003356103,0.0019868077,0.0024192045,0.010683204,0.00048703983,0.0008918415,0.0070954445],"category_scores_gemma":[0.023210818,0.0002775365,0.0003382784,0.0016920351,0.00364268,0.0036603196,0.0028200438,0.0008332545,0.00063462125],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00061093614,0.0005714705,0.3580053,0.0002890451,0.00019941306,0.000744803,0.47243816,0.0003426481,0.003629712,0.039708965,0.0029429002,0.12051663],"study_design_scores_gemma":[0.00004795539,0.00035329617,0.3926674,0.0004227464,0.00022055062,0.0008243697,0.56067574,0.00091650774,0.002075928,0.015127253,0.0265708,0.000097433745],"about_ca_topic_score_codex":0.0056079114,"about_ca_topic_score_gemma":0.0070567853,"teacher_disagreement_score":0.010683204,"about_ca_system_score_codex":0.0017878201,"about_ca_system_score_gemma":0.0014053361,"threshold_uncertainty_score":0.025783777},"labels":[],"label_agreement":null},{"id":"W1529999051","doi":"","title":"Does it Matter with What I Write? Comparing Performance on Paper, Computer and Portable Writing Devices","year":2002,"lang":"en","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":39,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Graduation (instrument); Computer lab; Mathematics education; Test (biology); Mode (computer interface); Computer science; Psychology; Engineering; Political science; Human–computer interaction; Biology","score_opus":0.02489752895126677,"score_gpt":0.2600785981372489,"score_spread":0.2351810691859821,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1529999051","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99172676,0.00024077029,0.00020021413,0.00026112024,0.00006398185,0.000022091868,0.00015051782,0.000017943425,0.007316586],"genre_scores_gemma":[0.99505275,0.00023117005,0.00020552025,0.00012745099,0.00004043778,0.000025207815,0.00021744416,0.000019155526,0.0040808674],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99733007,0.0009068282,0.0002956135,0.0003941696,0.00071178033,0.00036161428],"domain_scores_gemma":[0.9718531,0.015549143,0.0068105417,0.0010545788,0.002352546,0.0023801338],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003035153,0.00038862776,0.00049706135,0.0015170043,0.0005135848,0.0028405127,0.0005479601,0.0007826217,0.0055538006],"category_scores_gemma":[0.034695268,0.0002291481,0.000499209,0.0010939034,0.0013221458,0.0016647079,0.0012192636,0.0010031329,0.0027011482],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.001374751,0.0007829913,0.9103946,0.00014746907,0.00017965828,0.00027533117,0.019941151,0.00012706858,0.0028244897,0.00033698796,0.003055563,0.060559943],"study_design_scores_gemma":[0.000031324562,0.001126037,0.983064,0.00006760643,0.000057025525,0.00026114326,0.01252635,0.0001906995,0.0007053585,0.00029705072,0.0016438159,0.000029519235],"about_ca_topic_score_codex":0.003962703,"about_ca_topic_score_gemma":0.0051458054,"teacher_disagreement_score":0.0055538006,"about_ca_system_score_codex":0.00046653755,"about_ca_system_score_gemma":0.00048719955,"threshold_uncertainty_score":0.018579364},"labels":[],"label_agreement":null},{"id":"W1531653146","doi":"","title":"Women and computer science: Alternative routes to computing careers","year":2000,"lang":"en","type":"dissertation","venue":"MacSphere (McMaster University)","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Computer Science and Engineering; Computer science; Data science; Human–computer interaction; Software engineering","score_opus":0.01408020246316244,"score_gpt":0.25594536152329456,"score_spread":0.24186515906013212,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1531653146","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.89986134,0.00930935,0.0010631575,0.038496774,0.00027007074,0.000021660733,0.000162449,0.000021167278,0.050794024],"genre_scores_gemma":[0.99011445,0.0021783272,0.00018423844,0.0010174919,0.000053369884,0.0000076906335,0.00003113519,0.000008984191,0.006404335],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9969997,0.00096850377,0.00006847515,0.0002681882,0.00066506927,0.0010299921],"domain_scores_gemma":[0.99661785,0.0009254266,0.000490405,0.0000816695,0.0003716678,0.0015130424],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002162578,0.00024683648,0.00030397158,0.0023189026,0.007715769,0.0055609257,0.00076295633,0.0008156399,0.008144284],"category_scores_gemma":[0.005343056,0.00018057952,0.00028396267,0.0028206138,0.010184227,0.0029835764,0.0046369596,0.0012860132,0.00043376625],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024620927,0.00012552361,0.3351696,0.00022877441,0.000026756328,0.0008751486,0.40161645,0.00014435298,0.0006923926,0.06787566,0.0077911485,0.18520792],"study_design_scores_gemma":[0.000026976,0.000118349555,0.25133607,0.0005961836,0.000029373658,0.00059862743,0.591514,0.00026413563,0.00030294622,0.013758269,0.14138153,0.00007355067],"about_ca_topic_score_codex":0.27379712,"about_ca_topic_score_gemma":0.4363936,"teacher_disagreement_score":0.27379712,"about_ca_system_score_codex":0.007941112,"about_ca_system_score_gemma":0.01029291,"threshold_uncertainty_score":0.5444069},"labels":[],"label_agreement":null},{"id":"W1535844438","doi":"","title":"Tech use and teacher candidates: The impact of new online tools on attitudes","year":2008,"lang":"en","type":"article","venue":"Society for Information Technology & Teacher Education International Conference","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Computer science; Internet privacy; Mathematics education; Business; Psychology","score_opus":0.08496600168110165,"score_gpt":0.3913374818254738,"score_spread":0.30637148014437215,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1535844438","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9964604,0.00007533528,0.000014403448,0.00044188797,0.000023527957,0.000008179116,0.000024073941,0.0000018997625,0.002950348],"genre_scores_gemma":[0.9980895,0.00006692181,0.000017102577,0.00011933962,0.000021022788,0.000009628929,0.000028642844,0.0000033491558,0.0016444799],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9959182,0.0021361662,0.00018642716,0.00023921381,0.00071984035,0.00080021546],"domain_scores_gemma":[0.96467555,0.012610185,0.0065374062,0.0007637278,0.0023446218,0.013068617],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003826241,0.00030068602,0.00045799583,0.0015798114,0.0023173254,0.004023609,0.00052851543,0.0018993998,0.011197053],"category_scores_gemma":[0.016640475,0.00044553663,0.0010555253,0.0010759993,0.0018190866,0.0015122988,0.0020375699,0.003255408,0.0014403057],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0012583927,0.005934716,0.96120644,0.00005421537,0.00010073413,0.00036049893,0.0154662775,0.000080863596,0.0007451333,0.00044730562,0.0008697736,0.013475667],"study_design_scores_gemma":[0.000056399524,0.00095010194,0.9668309,0.000037023918,0.000063457424,0.00012092717,0.03017787,0.00018567956,0.00028987764,0.00012076007,0.0011451339,0.000021790305],"about_ca_topic_score_codex":0.008532258,"about_ca_topic_score_gemma":0.011625682,"teacher_disagreement_score":0.011197053,"about_ca_system_score_codex":0.0010273413,"about_ca_system_score_gemma":0.0014234681,"threshold_uncertainty_score":0.037457883},"labels":[],"label_agreement":null},{"id":"W1536589523","doi":"10.21432/t2xs56","title":"An Anthropological View of Educational Communications and Technology: Beliefs and Behaviors in Research and Theory","year":2009,"lang":"en","type":"article","venue":"Canadian Journal of Learning and Technology","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Educational technology; Educational research; Psychology; Research methodology; Mathematics education; Pedagogy; Sociology","score_opus":0.06482547930942166,"score_gpt":0.44384180804735635,"score_spread":0.37901632873793467,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1536589523","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.37516138,0.010131186,0.03479227,0.1537223,0.00091075886,0.00013138655,0.00016300207,0.00006236961,0.42492533],"genre_scores_gemma":[0.9891187,0.001426118,0.002227569,0.002490111,0.00015097727,0.000038267837,0.000019412142,0.000015053637,0.004513928],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99489886,0.0037728709,0.0001082041,0.00034484643,0.0005943053,0.0002809316],"domain_scores_gemma":[0.9885067,0.008692683,0.0007817348,0.00042698346,0.0009452111,0.0006466939],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0054104296,0.00059592054,0.00034115827,0.0062809256,0.007590886,0.008598951,0.0013878121,0.0035439883,0.0037723356],"category_scores_gemma":[0.008080323,0.00043939493,0.00023875856,0.0027920164,0.06194155,0.010118688,0.0032575424,0.0049964967,0.00021306057],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000013111342,0.000078131445,0.0032902851,0.000066932436,0.0000066476605,0.00019679309,0.25062305,0.00011794042,0.0002594124,0.73788285,0.0013747371,0.0060901195],"study_design_scores_gemma":[0.000026478669,0.000095833784,0.0065700607,0.00048439347,0.000027528786,0.0011311148,0.4249668,0.0010946353,0.00058715447,0.4485904,0.11638403,0.00004159907],"about_ca_topic_score_codex":0.011366622,"about_ca_topic_score_gemma":0.010647105,"teacher_disagreement_score":0.9924091,"about_ca_system_score_codex":0.0044253054,"about_ca_system_score_gemma":0.0044789067,"threshold_uncertainty_score":0.03210795},"labels":[],"label_agreement":null},{"id":"W1537033082","doi":"10.5539/ies.v8n6p1","title":"Enhancing ICT Competency for Teachers in the Thailand Basic Education System","year":2015,"lang":"en","type":"article","venue":"International Education Studies","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":47,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Information and Communications Technology; Technology integration; Mathematics education; Psychology; Pedagogy; Technological literacy; Teaching method; Sociology; Computer science","score_opus":0.0984925941523261,"score_gpt":0.43374640501174694,"score_spread":0.33525381085942085,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1537033082","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9953963,0.00015402946,0.00010269483,0.00021507876,0.000004266877,0.00001892835,0.000018254777,0.00000795499,0.0040824614],"genre_scores_gemma":[0.99800605,0.00021121981,0.00023171869,0.000036169855,0.0000017860091,0.000010336189,0.000018249548,0.0000018620307,0.0014826213],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99937207,0.00019313744,0.000039309904,0.000035043468,0.00012756369,0.00023281963],"domain_scores_gemma":[0.998223,0.00035279104,0.00022840376,0.000058668167,0.0003305964,0.0008066008],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009182373,0.00018222842,0.0001410265,0.0004281711,0.001269237,0.0013129108,0.00024126246,0.00027709917,0.0021520415],"category_scores_gemma":[0.002574747,0.00017157235,0.000100819314,0.00042955906,0.0005037044,0.000677786,0.0011039695,0.00037579416,0.00030103422],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029274274,0.00093940255,0.5595637,0.0010827306,0.000018771905,0.0028269547,0.1969835,0.00076807744,0.014344992,0.0019160988,0.0044217706,0.21684128],"study_design_scores_gemma":[0.00003807435,0.0012796646,0.7372022,0.0006219541,0.000022350569,0.0015866227,0.21913868,0.00093327765,0.00446253,0.0008995163,0.033773694,0.000041438325],"about_ca_topic_score_codex":0.010290526,"about_ca_topic_score_gemma":0.019556955,"teacher_disagreement_score":0.010290526,"about_ca_system_score_codex":0.0011383855,"about_ca_system_score_gemma":0.004634951,"threshold_uncertainty_score":0.020461261},"labels":[],"label_agreement":null},{"id":"W1539160126","doi":"","title":"Information and Communication Technology: Promise of Progress","year":2011,"lang":"en","type":"article","venue":"Antistasis","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of New Brunswick","funders":"","keywords":"Computer science; Data science","score_opus":0.02985770074659389,"score_gpt":0.3057941038907216,"score_spread":0.2759364031441277,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1539160126","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.009168409,0.520484,0.0034154567,0.40846738,0.008061151,0.000052736654,0.0004401413,0.00022727708,0.04968341],"genre_scores_gemma":[0.28560352,0.6055559,0.0097900415,0.056022268,0.022183977,0.00021455513,0.0005951226,0.00007968243,0.019954968],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99743253,0.0011451831,0.00011940662,0.00023951907,0.00061029644,0.00045304594],"domain_scores_gemma":[0.9597449,0.02896108,0.0013820712,0.001024087,0.0043452797,0.0045425105],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.015011122,0.00080267916,0.0013296551,0.0019304758,0.002224392,0.0074587828,0.00177157,0.007835949,0.029213013],"category_scores_gemma":[0.017818872,0.00022217198,0.00084664434,0.0015944175,0.008886633,0.013635424,0.0031540738,0.0063679502,0.0034561781],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008122606,0.0011728398,0.010061355,0.0030131892,0.00012769071,0.00037918717,0.0016335224,0.00058502506,0.0006224709,0.2658855,0.114460275,0.6012467],"study_design_scores_gemma":[0.00039241376,0.0014852928,0.017458979,0.0067250994,0.00016757514,0.0007449151,0.012322719,0.0015917929,0.00092901115,0.27435094,0.68365777,0.00017351728],"about_ca_topic_score_codex":0.0036295988,"about_ca_topic_score_gemma":0.0047965483,"teacher_disagreement_score":0.029213013,"about_ca_system_score_codex":0.0024430219,"about_ca_system_score_gemma":0.011300892,"threshold_uncertainty_score":0.09772724},"labels":[],"label_agreement":null},{"id":"W1542034005","doi":"10.7202/1015066ar","title":"Représentations sociales de l’ordinateur chez des enseignants du secondaire du Niger","year":2013,"lang":"fr","type":"article","venue":"Éducation et francophonie","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Université de Montréal","funders":"","keywords":"Humanities; Psychology; Sociology; Art","score_opus":0.0499183883150221,"score_gpt":0.3272610256099738,"score_spread":0.2773426372949517,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1542034005","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9966754,0.00024932934,0.000144317,0.00041723764,0.000010503917,0.000008714284,0.000018326757,0.0000015447645,0.0024746],"genre_scores_gemma":[0.9969351,0.000338811,0.00009162245,0.000059178812,0.0000034006923,0.00000965039,0.000015229455,0.0000018283338,0.0025451193],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9980447,0.0010278358,0.00009912396,0.00015484855,0.00027307836,0.00040038148],"domain_scores_gemma":[0.9963463,0.0015756399,0.00097534346,0.00018871695,0.0005348063,0.00037918528],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031789278,0.0004048034,0.0003818144,0.0014148975,0.005249396,0.004824529,0.0004517757,0.0011667312,0.0042483495],"category_scores_gemma":[0.006262761,0.000329785,0.00021327093,0.0015962033,0.004418781,0.0024054847,0.002711588,0.0013470774,0.00027029277],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006943424,0.000043382228,0.083252616,0.000040829065,0.000008239038,0.0006503738,0.9036048,0.000044692613,0.0007512727,0.0027197464,0.00026086863,0.008553656],"study_design_scores_gemma":[0.0000029144314,0.000055182303,0.061462454,0.00007634369,0.000005790586,0.00024715386,0.93013525,0.0000983323,0.0001955336,0.0003309082,0.007366877,0.000023290773],"about_ca_topic_score_codex":0.13002382,"about_ca_topic_score_gemma":0.16079444,"teacher_disagreement_score":0.13002382,"about_ca_system_score_codex":0.0050369496,"about_ca_system_score_gemma":0.0025119998,"threshold_uncertainty_score":0.258534},"labels":[],"label_agreement":null},{"id":"W1542161424","doi":"10.1007/s10639-006-9020-6","title":"Eugene F. Provenzo, Jr., Arlene Brett, &amp; Gary N. McCloskey. Computers, curriculum, and cultural change: An introduction for teachers","year":2006,"lang":"en","type":"article","venue":"Education and Information Technologies","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Curriculum; Educational technology; Sociology; Psychology; Media studies; Mathematics education; Pedagogy","score_opus":0.01703490871163545,"score_gpt":0.3071416317573911,"score_spread":0.2901067230457557,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1542161424","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0006623132,0.65279233,0.006315914,0.24015126,0.01737393,0.00013286818,0.00046846832,0.00047335963,0.081629604],"genre_scores_gemma":[0.010664262,0.667197,0.008114022,0.077084295,0.0073496825,0.00022676763,0.00023219443,0.00037507195,0.2287567],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9992986,0.00016718461,0.000055552748,0.00008257813,0.00034120135,0.000055018234],"domain_scores_gemma":[0.99601907,0.0025789496,0.00020807535,0.00007472689,0.0007385288,0.0003807582],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027157667,0.0012552512,0.00065309904,0.0040231757,0.0019383128,0.0028442037,0.0020517274,0.0034731324,0.021566775],"category_scores_gemma":[0.0050861523,0.0008007113,0.0003480698,0.002270488,0.002103353,0.006000478,0.001226062,0.0040402836,0.0121936845],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000017735338,0.000034773617,0.00028141084,0.0004461601,0.000004115561,0.0000759761,0.001004271,0.000056800567,0.000137361,0.00568149,0.891667,0.10059293],"study_design_scores_gemma":[0.000006795584,0.000015768339,0.0009742728,0.0006057858,0.0000047099743,0.00018308776,0.00078733044,0.000036369263,0.000104573555,0.0045038676,0.9927651,0.000012310295],"about_ca_topic_score_codex":0.030406721,"about_ca_topic_score_gemma":0.08619289,"teacher_disagreement_score":0.030406721,"about_ca_system_score_codex":0.0017042618,"about_ca_system_score_gemma":0.0021633552,"threshold_uncertainty_score":0.072148085},"labels":[],"label_agreement":null},{"id":"W1548590899","doi":"10.5539/ies.v8n6p142","title":"The Development of Educational Technology Policies (1996-2012) Lessons from China and the USA","year":2015,"lang":"en","type":"article","venue":"International Education Studies","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"China; Educational technology; Information and Communications Technology; Economic growth; Literacy; Political science; Technology integration; Technology education; Sociology; Public relations; Pedagogy; Economics","score_opus":0.09479951289651525,"score_gpt":0.45132330505704477,"score_spread":0.35652379216052954,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1548590899","genre_codex":"empirical","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.69862646,0.020206498,0.0009778854,0.03501101,0.0005469651,0.00010032511,0.0007598995,0.00006860499,0.24370225],"genre_scores_gemma":[0.9694092,0.009728571,0.00040201162,0.0021617385,0.00007766996,0.000055921224,0.00028252427,0.000012103527,0.017870259],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9992077,0.00015803901,0.000046525372,0.00007988561,0.00023705605,0.00027085378],"domain_scores_gemma":[0.999438,0.00014934843,0.000090872185,0.00003560174,0.00017994804,0.00010620044],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015533793,0.00031024351,0.00015899845,0.0019153075,0.0015448947,0.0023348138,0.0003892838,0.0004705314,0.0014689028],"category_scores_gemma":[0.0023760996,0.00017144202,0.0001966711,0.0042148875,0.0014818347,0.001427941,0.0013105383,0.0011236918,0.000080010825],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024073425,0.00023896876,0.08552704,0.0009762848,0.00007153119,0.0017339735,0.047531694,0.0031554014,0.0016110819,0.4357907,0.042574458,0.38054815],"study_design_scores_gemma":[0.00002875834,0.00015992,0.37887308,0.00090737996,0.000056181438,0.00020666509,0.019001544,0.0010610643,0.0028109348,0.008723841,0.58810204,0.00006869002],"about_ca_topic_score_codex":0.2408508,"about_ca_topic_score_gemma":0.3026253,"teacher_disagreement_score":0.2408508,"about_ca_system_score_codex":0.017569812,"about_ca_system_score_gemma":0.016975258,"threshold_uncertainty_score":0.4788978},"labels":[],"label_agreement":null},{"id":"W1549052109","doi":"","title":"Perceptions of a gender-inclusive curriculum amongst Australian information and communications technology academics","year":2012,"lang":"en","type":"article","venue":"Research Online (University of Wollongong)","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Swinburne University of Technology; McGill University","keywords":"Curriculum; Information and Communications Technology; Appeal; Humanity; Perception; Pedagogy; Sociology; Medical education; Political science; Public relations; Psychology; Medicine","score_opus":0.08770535450888307,"score_gpt":0.41095798685735785,"score_spread":0.3232526323484748,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1549052109","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9906364,0.00040463425,0.00018369555,0.0023627265,0.00007690796,0.000030598352,0.000013690565,0.0000058247965,0.0062856567],"genre_scores_gemma":[0.99532926,0.00058964157,0.00014984384,0.00085818325,0.000042111616,0.000018210776,0.0000116418305,0.000004178085,0.0029968852],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.993379,0.002416875,0.00039005157,0.0002666191,0.0022604605,0.0012869341],"domain_scores_gemma":[0.98242396,0.003673846,0.0027395666,0.00027288636,0.0024693902,0.008420428],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010748833,0.00036680824,0.0007592302,0.0016566648,0.005635572,0.0061064083,0.00066122744,0.0015270741,0.0060902983],"category_scores_gemma":[0.017278934,0.00039404072,0.000338655,0.0012901778,0.0031039817,0.0020903184,0.0038044963,0.0022234705,0.0006136064],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00026082358,0.0008616307,0.19346985,0.00051020924,0.00003922267,0.0022966696,0.7326859,0.00026986684,0.0052697514,0.0059620617,0.0055366503,0.052837413],"study_design_scores_gemma":[0.000022060402,0.001165421,0.19316183,0.00043795345,0.00003209595,0.0010647427,0.75811,0.0005765309,0.0006635646,0.0016605086,0.04300964,0.00009566878],"about_ca_topic_score_codex":0.008784505,"about_ca_topic_score_gemma":0.011388629,"teacher_disagreement_score":0.010748833,"about_ca_system_score_codex":0.0027884752,"about_ca_system_score_gemma":0.003843816,"threshold_uncertainty_score":0.056845963},"labels":[],"label_agreement":null},{"id":"W1553555282","doi":"","title":"The Good, the Bad, and the Ugly: A focus group on preparing teachers for technology integration","year":2003,"lang":"en","type":"article","venue":"Society for Information Technology & Teacher Education International Conference","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Vancouver Island University","funders":"","keywords":"Focus (optics); Focus group; Technology integration; Pedagogy; Psychology; Mathematics education; Business; Teaching method; Marketing","score_opus":0.015953609849884254,"score_gpt":0.31772705373280613,"score_spread":0.3017734438829219,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1553555282","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99436,0.00019444722,0.0005690365,0.0024320674,0.00012761832,0.0006073292,0.000017800638,0.000017880606,0.0016737845],"genre_scores_gemma":[0.99165183,0.00046990204,0.001630196,0.0023383233,0.000058802685,0.0011656148,0.0000391306,0.000023236795,0.0026230586],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9944494,0.003349727,0.00021775793,0.00029736545,0.00046849385,0.001217331],"domain_scores_gemma":[0.9819542,0.0127010755,0.0007603611,0.00034402998,0.0012002989,0.0030399885],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.016094951,0.00088092143,0.0010401139,0.0009596947,0.016871532,0.003372919,0.0016620252,0.0040565566,0.0023599055],"category_scores_gemma":[0.023368545,0.001027663,0.00051906065,0.0008737876,0.003981508,0.0037553636,0.0054990007,0.0051771384,0.00043585198],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022116171,0.0014374718,0.0038622452,0.00014548594,0.000008661456,0.0004747572,0.981874,0.000027538263,0.002843171,0.00025145194,0.0009154951,0.007938678],"study_design_scores_gemma":[0.00018565802,0.0011546017,0.00812764,0.00015419345,0.000042592506,0.00014242416,0.9824735,0.00007550001,0.0015013274,0.0002543651,0.005853237,0.000035004112],"about_ca_topic_score_codex":0.007286463,"about_ca_topic_score_gemma":0.019704895,"teacher_disagreement_score":0.016871532,"about_ca_system_score_codex":0.003753737,"about_ca_system_score_gemma":0.008938098,"threshold_uncertainty_score":0.08511925},"labels":[],"label_agreement":null},{"id":"W1563421064","doi":"","title":"UsingTechnology -based Teaching Strategies: Pre-service Teachers' Perceptions and Practices","year":2006,"lang":"en","type":"article","venue":"Society for Information Technology & Teacher Education International Conference","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Service (business); Perception; Medical education; Pedagogy; Mathematics education; Business; Computer science; Psychology; Marketing; Medicine","score_opus":0.02702243959198682,"score_gpt":0.3778835833709006,"score_spread":0.3508611437789138,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1563421064","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99737597,0.00022365407,0.00007633672,0.0002822414,0.000014481751,0.000021268635,0.000008178344,0.000004627172,0.0019931523],"genre_scores_gemma":[0.9973869,0.00035244614,0.00010480191,0.00013095618,0.000006249357,0.000021724376,0.000013784592,0.0000050479266,0.0019781452],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99709964,0.0009221759,0.00024005942,0.00018995933,0.00066358555,0.0008845293],"domain_scores_gemma":[0.98294926,0.0070368457,0.0026844514,0.00041843214,0.0024795805,0.0044314964],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0037862866,0.000322597,0.00064616295,0.0016655291,0.0047178767,0.00605417,0.0007534472,0.0015809407,0.0036889056],"category_scores_gemma":[0.012873209,0.00061443506,0.00047135365,0.0011973697,0.0025251652,0.002042134,0.002489815,0.002460144,0.0006205515],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014443569,0.0008308729,0.15978579,0.00017605949,0.000018494577,0.00095527,0.8145698,0.0000396193,0.0025209656,0.00037156983,0.00059844845,0.01998873],"study_design_scores_gemma":[0.00001993342,0.000305302,0.091871165,0.000101560196,0.00001751398,0.0005373579,0.9022466,0.00007570698,0.00043319413,0.00011020354,0.0042561023,0.00002534319],"about_ca_topic_score_codex":0.015016567,"about_ca_topic_score_gemma":0.030213637,"teacher_disagreement_score":0.015016567,"about_ca_system_score_codex":0.0021143388,"about_ca_system_score_gemma":0.0035862154,"threshold_uncertainty_score":0.029858291},"labels":[],"label_agreement":null},{"id":"W1569582491","doi":"","title":"Teachers’ Perceptions of Self-Efficacy and Beliefs Regarding Information and Communications Technology (ICT)","year":2001,"lang":"en","type":"article","venue":"Society for Information Technology & Teacher Education International Conference","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec en Abitibi-Témiscamingue; Université du Québec à Chicoutimi; Université du Québec à Rimouski; Université du Québec à Trois-Rivières; Université du Québec en Outaouais","funders":"","keywords":"Information and Communications Technology; Perception; Psychology; Computer science; World Wide Web","score_opus":0.025854522176703726,"score_gpt":0.3401796503548506,"score_spread":0.31432512817814684,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1569582491","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99804235,0.00003783685,0.00004415391,0.00007718062,0.0000061296228,0.000008482475,0.000019029121,0.00000322128,0.0017615635],"genre_scores_gemma":[0.9989059,0.00004890007,0.000047216112,0.00002784181,0.000004454456,0.000011263278,0.000029542862,0.0000016884311,0.0009231938],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.998448,0.000411332,0.00015387162,0.00013038742,0.0005150741,0.0003413211],"domain_scores_gemma":[0.97666264,0.010766243,0.0055797664,0.00069210835,0.003073964,0.0032253324],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003070123,0.00028549918,0.00041027827,0.0014315159,0.0011603942,0.0023335458,0.0003126707,0.0008122095,0.0044266167],"category_scores_gemma":[0.014850806,0.00043033386,0.0005551097,0.0005933967,0.0013349907,0.0009528234,0.0009632366,0.0015051191,0.0007710265],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003345894,0.0021046367,0.9475226,0.00008088512,0.00007524662,0.00029254908,0.0359657,0.00022518866,0.002727124,0.0004983423,0.00045691818,0.00971625],"study_design_scores_gemma":[0.00003178422,0.00051263854,0.96392196,0.00005004009,0.000048664297,0.00016996237,0.03272137,0.0003749923,0.0009820184,0.00020110117,0.00095995644,0.00002557968],"about_ca_topic_score_codex":0.0047330256,"about_ca_topic_score_gemma":0.006563708,"teacher_disagreement_score":0.0047330256,"about_ca_system_score_codex":0.00068711734,"about_ca_system_score_gemma":0.00086930074,"threshold_uncertainty_score":0.016236544},"labels":[],"label_agreement":null},{"id":"W1571795107","doi":"","title":"Preservice Teachers’ likelihood to Use the Internet: Does Experience Really Come First?","year":2006,"lang":"en","type":"article","venue":"Society for Information Technology & Teacher Education International Conference","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Windsor","funders":"","keywords":"The Internet; Mathematics education; Psychology; Pedagogy; Public relations; Computer science; Sociology; Political science; World Wide Web","score_opus":0.02074548928803724,"score_gpt":0.31788770624885454,"score_spread":0.29714221696081733,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1571795107","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9940176,0.00024371609,0.00004554208,0.0012131064,0.000023345245,0.0000047843964,0.00004672481,0.0000062440063,0.0043988735],"genre_scores_gemma":[0.99907196,0.00014205226,0.000023253839,0.0001191391,0.000012779875,0.0000031993625,0.000032337943,0.0000045805505,0.00059068593],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9987979,0.0003648454,0.000098845194,0.000093542636,0.0003103187,0.00033460945],"domain_scores_gemma":[0.972997,0.01092682,0.005121576,0.00070243597,0.0024441958,0.0078080636],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001977933,0.00012113577,0.00029318716,0.0011693353,0.000999206,0.0036161612,0.0005552367,0.0018878208,0.0093049565],"category_scores_gemma":[0.026808525,0.00037630592,0.00035338165,0.00074795523,0.0012632272,0.004060429,0.0015741588,0.0018741818,0.0012861204],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019145227,0.000715885,0.9432078,0.00006430939,0.000032994772,0.00057436177,0.03399149,0.000039145365,0.0004310002,0.00041413642,0.0019185896,0.0184189],"study_design_scores_gemma":[0.000018803248,0.00028074224,0.87311465,0.00012105104,0.000049010177,0.0008046726,0.1209529,0.000158664,0.00047075015,0.0003351065,0.0036567238,0.000036963153],"about_ca_topic_score_codex":0.004945139,"about_ca_topic_score_gemma":0.0059525333,"teacher_disagreement_score":0.0093049565,"about_ca_system_score_codex":0.0005546229,"about_ca_system_score_gemma":0.00073568575,"threshold_uncertainty_score":0.031128228},"labels":[],"label_agreement":null},{"id":"W1574678658","doi":"10.19173/irrodl.v10i2.598","title":"Turkish University Students’ Perceptions of the World Wide Web as a Learning Tool: An Investigation Based on Gender, Socio-Economic Background, and Web Experience","year":2009,"lang":"en","type":"article","venue":"The International Review of Research in Open and Distributed Learning","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":22,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Turkish; Psychology; Perception; Self-efficacy; Scale (ratio); Higher education; Social psychology; Applied psychology; Medical education; Medicine","score_opus":0.10703276166654765,"score_gpt":0.45452645574604195,"score_spread":0.34749369407949426,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1574678658","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99961495,0.00003848008,0.000016628053,0.000016414862,0.0000021636406,0.000002188673,0.000008634356,4.855939e-7,0.00030007737],"genre_scores_gemma":[0.99962115,0.00005207196,0.000021288639,0.000014943429,0.0000021991314,0.000004264587,0.000013780981,5.345439e-7,0.0002698449],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99955136,0.00008495499,0.000037335398,0.00004202867,0.00014638479,0.00013791965],"domain_scores_gemma":[0.9985942,0.00038150095,0.00034450786,0.000032411193,0.00023439707,0.0004128925],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000579943,0.00018313908,0.00027578295,0.0006718343,0.00046427498,0.0008953848,0.0001414483,0.00029011132,0.0023443566],"category_scores_gemma":[0.0015225143,0.00012535807,0.00022377388,0.00045089415,0.00029533813,0.00040240563,0.00039242336,0.00024752322,0.00036473223],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023638853,0.00071501953,0.9568586,0.000058343718,0.000025680849,0.00051062607,0.015033002,0.000055096985,0.0030886782,0.00015030915,0.00033713583,0.02293114],"study_design_scores_gemma":[0.000007450131,0.00050117937,0.97439426,0.000018883871,0.00002008225,0.00025877432,0.022910628,0.00018490132,0.0005206441,0.0000565631,0.0011142691,0.000012275085],"about_ca_topic_score_codex":0.002074246,"about_ca_topic_score_gemma":0.00361232,"teacher_disagreement_score":0.0023443566,"about_ca_system_score_codex":0.0002841582,"about_ca_system_score_gemma":0.00035303787,"threshold_uncertainty_score":0.00784272},"labels":[],"label_agreement":null},{"id":"W1576258572","doi":"10.7202/1020977ar","title":"Étude du sentiment d’auto-efficacité des enseignants du secondaire au Niger à l’égard de l’ordinateur","year":2013,"lang":"fr","type":"article","venue":"McGill Journal of Education / Revue des sciences de l éducation de McGill","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Université de Montréal","funders":"","keywords":"Humanities; Art; Political science","score_opus":0.20473750913596006,"score_gpt":0.36889537589057053,"score_spread":0.16415786675461047,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1576258572","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9971221,0.00013129701,0.000051260515,0.0002737104,0.000008716569,0.000005403478,0.000019753908,0.0000010661674,0.0023867302],"genre_scores_gemma":[0.99526453,0.00022740389,0.00006681111,0.000073712625,0.0000044616004,0.00000793875,0.000020859208,0.000001672794,0.0043326006],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9992774,0.00025942744,0.000039231654,0.0000751051,0.00016041547,0.00018846968],"domain_scores_gemma":[0.9964065,0.0011905531,0.00091585756,0.00008756041,0.0007892234,0.00061040104],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013972756,0.0001783609,0.00021602934,0.0006216543,0.001813362,0.00180014,0.00021696668,0.00056105375,0.0038374804],"category_scores_gemma":[0.0038725275,0.0001376398,0.00013185992,0.00077858666,0.0011988933,0.0008289152,0.00086979417,0.0008253826,0.0002691746],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00027912916,0.00013576011,0.56433177,0.00017734223,0.000026837328,0.0012736443,0.39046502,0.0001263923,0.0050047226,0.00230644,0.0011965322,0.03467634],"study_design_scores_gemma":[0.0000039128863,0.00014704815,0.6243632,0.00008620509,0.000009073775,0.00024020739,0.36157513,0.00011199974,0.0007524863,0.00014807643,0.012540801,0.000021937612],"about_ca_topic_score_codex":0.066765234,"about_ca_topic_score_gemma":0.098522864,"teacher_disagreement_score":0.066765234,"about_ca_system_score_codex":0.0029511326,"about_ca_system_score_gemma":0.001470025,"threshold_uncertainty_score":0.13275325},"labels":[],"label_agreement":null},{"id":"W1580990809","doi":"","title":"Gender and Computer-Mediated Communication: An Exploration of Elementary Students’ Mathematics and Science Learning","year":2002,"lang":"en","type":"article","venue":"Journal of Computers in Mathematics and Science Teaching","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":32,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Mathematics education; Science education; Computer science; Computer-Assisted Instruction; Pedagogy; Psychology","score_opus":0.08219936063535399,"score_gpt":0.36730754630870155,"score_spread":0.28510818567334756,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1580990809","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9889576,0.00042751143,0.00030349407,0.00037940306,0.000013471726,0.000008539036,0.000019411573,0.000003444536,0.009887198],"genre_scores_gemma":[0.99891126,0.00013865875,0.000084649,0.000039703522,0.000005595408,0.0000065708623,0.00000529462,0.0000030716526,0.0008051826],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99861085,0.00083543774,0.00003053716,0.000106163156,0.00020603437,0.00021086604],"domain_scores_gemma":[0.9897842,0.008331714,0.00074341486,0.00013681102,0.00041851916,0.0005853721],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021229691,0.00022832438,0.00031966346,0.0012879622,0.002496963,0.005313296,0.0006028872,0.0009528751,0.004054251],"category_scores_gemma":[0.008725639,0.0002272491,0.00023371517,0.001210027,0.0025966922,0.002892605,0.0023583265,0.0010500752,0.0002255761],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00043103335,0.00044787794,0.17123537,0.00015191564,0.00004125596,0.0011597581,0.7699431,0.00012991158,0.002429473,0.014764308,0.00053973385,0.038726263],"study_design_scores_gemma":[0.000027893702,0.0003197643,0.23285642,0.00012910974,0.00004281468,0.0010400309,0.7505976,0.00045244637,0.00076577405,0.004454637,0.00927864,0.00003485513],"about_ca_topic_score_codex":0.004302786,"about_ca_topic_score_gemma":0.0060767937,"teacher_disagreement_score":0.005313296,"about_ca_system_score_codex":0.0011139377,"about_ca_system_score_gemma":0.0017133858,"threshold_uncertainty_score":0.0135627985},"labels":[],"label_agreement":null},{"id":"W1589536977","doi":"","title":"The Impact of Motivation on Prospective Teachers’ Use of Information and Communication Technologies (ICTs)","year":2006,"lang":"en","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":25,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Montréal","funders":"","keywords":"ICTS; Information and Communications Technology; Business; Psychology; Computer science; World Wide Web","score_opus":0.02803657424400192,"score_gpt":0.30920736279907346,"score_spread":0.28117078855507155,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1589536977","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990332,0.000049110273,0.00001770401,0.00006057685,0.0000057433986,0.0000037770012,0.000019965535,0.0000013111604,0.0008086471],"genre_scores_gemma":[0.9992034,0.000026477537,0.000023271872,0.000014693198,0.0000040897567,0.000004955799,0.000023027369,0.0000018309389,0.0006982814],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99864954,0.00062057865,0.0000648474,0.00011270298,0.00017765451,0.0003746923],"domain_scores_gemma":[0.98069316,0.009418029,0.0034926895,0.00051123986,0.0011550671,0.004729775],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00230577,0.00021833678,0.0003205723,0.000655568,0.0010826554,0.0022505953,0.0004390985,0.000881591,0.006416522],"category_scores_gemma":[0.011552093,0.00035329393,0.00057266804,0.0004374028,0.0007964609,0.00066783745,0.0011730336,0.0012214367,0.00063360744],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0011036221,0.0019521011,0.98472255,0.000027532187,0.00006198401,0.00018790718,0.0034966918,0.00007361204,0.0009170808,0.0004300953,0.00019585186,0.0068311347],"study_design_scores_gemma":[0.000019493458,0.00040300324,0.9965011,0.00001026755,0.00002228351,0.000048910315,0.0023047328,0.00010985779,0.00019911768,0.00008997759,0.00028401264,0.000007208914],"about_ca_topic_score_codex":0.0048858277,"about_ca_topic_score_gemma":0.0067309546,"teacher_disagreement_score":0.006416522,"about_ca_system_score_codex":0.00060416554,"about_ca_system_score_gemma":0.0012120318,"threshold_uncertainty_score":0.02146542},"labels":[],"label_agreement":null},{"id":"W1590354852","doi":"10.1080/08886504.2001.10782311","title":"Collateral Benefits of an Interactive Literacy Program for Grade 1 and 2 Students","year":2001,"lang":"en","type":"article","venue":"Journal of Research on Computing in Education","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Institute for Christian Studies; University of Toronto","funders":"","keywords":"Computer science; Software; Collateral; Computer software; Mathematics education; Computer-Assisted Instruction; Computer literacy; Reading (process); Literacy; Multimedia; Medical education; Psychology; Pedagogy; Software engineering; Medicine; Operating system","score_opus":0.09736202774048697,"score_gpt":0.5638416459406599,"score_spread":0.4664796182001729,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1590354852","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995876,0.00004197131,0.000014762556,0.000026254158,0.00000218992,0.0000071504733,0.00002589205,0.0000034362176,0.00029082564],"genre_scores_gemma":[0.999435,0.000042746502,0.00005973643,0.000011149357,0.000004045426,0.000010242618,0.00004446798,0.0000012296506,0.00039127085],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.998889,0.00041541338,0.000059845115,0.00013350915,0.00024100798,0.00026120406],"domain_scores_gemma":[0.993999,0.0010369013,0.002823365,0.00040449604,0.00040280377,0.0013335156],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012822737,0.00027851807,0.0004491204,0.00081796985,0.0010398602,0.0009257875,0.00037090352,0.00046909385,0.0031916485],"category_scores_gemma":[0.010099169,0.00023837686,0.00046867685,0.00044292342,0.0004886127,0.0006019165,0.0014497379,0.00060681754,0.00032552116],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0012647058,0.0036798806,0.94607943,0.00004568518,0.000070279224,0.0003676678,0.0023563837,0.00011844095,0.0014748349,0.00016959976,0.00030487578,0.044068255],"study_design_scores_gemma":[0.00001785158,0.0017241081,0.9964585,0.000016697268,0.00003411441,0.0000771435,0.00075596967,0.000058720103,0.00039396467,0.000038030452,0.00041693661,0.000008034605],"about_ca_topic_score_codex":0.0094392225,"about_ca_topic_score_gemma":0.024869343,"teacher_disagreement_score":0.0094392225,"about_ca_system_score_codex":0.00063366693,"about_ca_system_score_gemma":0.0009379645,"threshold_uncertainty_score":0.018768549},"labels":[],"label_agreement":null},{"id":"W1593070952","doi":"10.28945/166","title":"Computer Anxiety in E-Learning: The Effect of Computer Self-Efficacy","year":2009,"lang":"en","type":"article","venue":"Journal of Information Technology Education Research","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":310,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Anxiety; Self-efficacy; Computer science; Psychology; Computer-Assisted Instruction; Cognitive psychology; Human–computer interaction; Multimedia; Social psychology","score_opus":0.014160621931206364,"score_gpt":0.37582034244542567,"score_spread":0.3616597205142193,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1593070952","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9968927,0.00018837096,0.000062964245,0.00024064675,0.00002389637,0.000019989406,0.000047594083,0.0000072907887,0.0025165302],"genre_scores_gemma":[0.99870574,0.0000974438,0.00007135283,0.000089184396,0.000022899905,0.00002650135,0.00007022738,0.0000075964144,0.00090910064],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.998041,0.0009304302,0.00010860205,0.00023676886,0.00031542173,0.00036777917],"domain_scores_gemma":[0.95485365,0.033481978,0.0039138575,0.0015699326,0.0010066732,0.0051739463],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030759326,0.00040746183,0.00054823596,0.00063333573,0.0008706416,0.0025936635,0.0007084028,0.0013191439,0.00621158],"category_scores_gemma":[0.02181564,0.00041449032,0.0009199029,0.00065861305,0.0015557662,0.0012592826,0.0015033281,0.0032233666,0.0005564966],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.011141789,0.0336066,0.89263755,0.00021527716,0.0010839325,0.0004064018,0.009739214,0.0013997476,0.0038564822,0.0022289986,0.0018925754,0.041791357],"study_design_scores_gemma":[0.00015857449,0.0013868605,0.99490297,0.000030800787,0.0001709792,0.00006276689,0.001311253,0.00064746384,0.00034571224,0.00039845365,0.00055638957,0.000027705022],"about_ca_topic_score_codex":0.0036429258,"about_ca_topic_score_gemma":0.0039934823,"teacher_disagreement_score":0.00621158,"about_ca_system_score_codex":0.0007246334,"about_ca_system_score_gemma":0.0009022623,"threshold_uncertainty_score":0.020779788},"labels":[],"label_agreement":null},{"id":"W1595638244","doi":"","title":"The Interactive Effects of Race and and Teacher Self Efficacy on the Achievement Gap in School.","year":2008,"lang":"en","type":"article","venue":"International electronic journal for leadership in learning","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":13,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Self-efficacy; Race (biology); Psychology; Mathematics education; Academic achievement; Student achievement; Racial differences; Social psychology; Pedagogy; Sociology; Ethnic group; Gender studies","score_opus":0.053929596159272515,"score_gpt":0.3366960088780116,"score_spread":0.2827664127187391,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1595638244","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9969387,0.000152682,0.00004748955,0.00023163714,0.000014608926,0.0000036786691,0.000060096856,0.0000041050967,0.0025471232],"genre_scores_gemma":[0.9992298,0.0000319667,0.00003414107,0.000018788902,0.0000060961647,0.000006049924,0.000027268119,0.00000418439,0.0006417163],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9975811,0.0013031677,0.00006782712,0.00026170653,0.00021824379,0.0005679358],"domain_scores_gemma":[0.9798478,0.010953504,0.0033468308,0.00095307565,0.00090984016,0.003988939],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026379856,0.00019771085,0.00041187814,0.00064667827,0.0007812205,0.0013456829,0.0006415891,0.0007521556,0.008922513],"category_scores_gemma":[0.013701445,0.00022166799,0.00047401103,0.00043424105,0.00087945495,0.0007513876,0.0017457935,0.0013276765,0.000739129],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0021907897,0.002953703,0.9711689,0.000039858125,0.0002494266,0.00028567517,0.00275956,0.00027567416,0.0016199704,0.002587042,0.0010495307,0.014820019],"study_design_scores_gemma":[0.000020392194,0.0002113829,0.99741167,0.000017672055,0.000060587976,0.0000450195,0.0009823776,0.0002452791,0.0002443634,0.00032244006,0.0004318866,0.0000070317847],"about_ca_topic_score_codex":0.0057594823,"about_ca_topic_score_gemma":0.007049138,"teacher_disagreement_score":0.008922513,"about_ca_system_score_codex":0.00045132847,"about_ca_system_score_gemma":0.0010248652,"threshold_uncertainty_score":0.029848814},"labels":[],"label_agreement":null},{"id":"W1601946742","doi":"10.1111/j.1365-2729.2007.00222.x","title":"A formative analysis of how preservice teachers learn to use technology","year":2007,"lang":"en","type":"article","venue":"Journal of Computer Assisted Learning","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":44,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Ontario Tech University","funders":"","keywords":"Preference; Bachelor; Formative assessment; Mathematics education; Psychology; Collaborative learning; Educational technology; Cooperative learning; Teaching method","score_opus":0.030644184574614666,"score_gpt":0.33500579060282837,"score_spread":0.3043616060282137,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1601946742","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99494755,0.00008734803,0.0016739623,0.000094534145,0.000015689357,0.0002275156,0.00017656217,0.000027739232,0.0027491073],"genre_scores_gemma":[0.99093807,0.00019722119,0.00362604,0.00008435548,0.000020367259,0.00061216915,0.00038898946,0.000018874685,0.0041138367],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99724966,0.0012834823,0.00027329026,0.00022013944,0.0007397226,0.00023370495],"domain_scores_gemma":[0.9696511,0.018546551,0.0030732637,0.0019021315,0.005874862,0.0009521235],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006648506,0.0003821003,0.00036633626,0.0036669108,0.001106165,0.0019221215,0.00091502425,0.0004745896,0.0024929778],"category_scores_gemma":[0.040276043,0.00025759373,0.0003858743,0.0014999612,0.00094674324,0.0015048934,0.0012169599,0.0007057065,0.0005240933],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000551805,0.0029797317,0.46067753,0.00051602215,0.000052522482,0.00052586413,0.24075793,0.00043637847,0.00907255,0.0010404978,0.0020265235,0.28136262],"study_design_scores_gemma":[0.000081449005,0.0030974525,0.74267334,0.0005009228,0.00007191463,0.000783793,0.22199066,0.0014079174,0.011981619,0.0011541806,0.016171869,0.00008496879],"about_ca_topic_score_codex":0.0023129794,"about_ca_topic_score_gemma":0.0042016353,"teacher_disagreement_score":0.006648506,"about_ca_system_score_codex":0.0019665156,"about_ca_system_score_gemma":0.0019683216,"threshold_uncertainty_score":0.035161078},"labels":[],"label_agreement":null},{"id":"W1602399758","doi":"","title":"The Receptivity of Career Practitioners Toward Career Development Resources on the Internet","year":2001,"lang":"en","type":"article","venue":"Canadian Journal of Counselling and Psychotherapy","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"The Internet; Career development; Psychology; Receptivity; Medical education; Cognitive Information Processing; Career portfolio; Career planning; Public relations; Pedagogy; Political science; Medicine; Computer science; World Wide Web","score_opus":0.0627749129510715,"score_gpt":0.29874356182225575,"score_spread":0.23596864887118424,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1602399758","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9965688,0.000233923,0.00021211746,0.00039347,0.000012708358,0.000025938254,0.000018034712,0.0000041864973,0.002530861],"genre_scores_gemma":[0.99713874,0.00052548636,0.0003306719,0.00034508266,0.000016664015,0.00003105094,0.000026409121,0.0000038313015,0.0015821389],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99769294,0.0013582875,0.000103149934,0.00009653347,0.00053120713,0.00021794897],"domain_scores_gemma":[0.9819412,0.010280438,0.0036364961,0.00046525509,0.00166683,0.0020096987],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004486559,0.00017926557,0.00028342876,0.0011441583,0.0010330427,0.001433081,0.00023625561,0.00075078994,0.005340849],"category_scores_gemma":[0.02646547,0.00025432705,0.00019425723,0.00041414102,0.00073480426,0.00086279435,0.0011306674,0.0010410199,0.0006280237],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000263308,0.0008125299,0.8053604,0.00028085554,0.00004784022,0.0014086417,0.09543549,0.00013668436,0.0042595738,0.0006723314,0.0009897067,0.09033271],"study_design_scores_gemma":[0.000056147048,0.0017542525,0.70867777,0.0006679335,0.000062535095,0.0040654605,0.2626867,0.00075053715,0.0013042678,0.0009789863,0.01890557,0.00008983386],"about_ca_topic_score_codex":0.001350679,"about_ca_topic_score_gemma":0.0016330113,"teacher_disagreement_score":0.005340849,"about_ca_system_score_codex":0.0003871826,"about_ca_system_score_gemma":0.00084611936,"threshold_uncertainty_score":0.023727477},"labels":[],"label_agreement":null},{"id":"W1605600920","doi":"10.21432/t23p4b","title":"Integrating Information and Communication Technology in the Classroom:","year":2004,"lang":"en","type":"article","venue":"Canadian Journal of Learning and Technology","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Information and Communications Technology; Technology integration; Context (archaeology); Phenomenon; Sociology; Pedagogy; Information technology; Educational research; Process (computing); Educational technology; Psychology; Mathematics education; Knowledge management; Computer science; Epistemology","score_opus":0.008972315412936376,"score_gpt":0.2697408198731244,"score_spread":0.26076850446018807,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1605600920","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5711236,0.028418342,0.015973309,0.069068,0.0009017108,0.00016396462,0.00010020069,0.00017092927,0.31407994],"genre_scores_gemma":[0.98706126,0.0040676263,0.0015696107,0.0012193485,0.0001571913,0.000056762856,0.000021382348,0.000034061857,0.005812769],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9879578,0.0075755334,0.00030893864,0.0007012924,0.0026635162,0.00079298136],"domain_scores_gemma":[0.9857048,0.010981166,0.0008748751,0.00048414912,0.0011217967,0.0008332515],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007327064,0.0005896734,0.0006488857,0.0039734,0.0103632165,0.019672856,0.0013165371,0.004122079,0.0033953616],"category_scores_gemma":[0.01618521,0.00028421349,0.0002834828,0.003914342,0.029179426,0.018123595,0.007668135,0.0044687577,0.0006212862],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000022982975,0.000055237757,0.0014519532,0.00022708945,0.0000041064704,0.00032584232,0.8881587,0.000043420914,0.00056451774,0.08717807,0.0016286316,0.020339431],"study_design_scores_gemma":[0.000023743525,0.00007246129,0.0024613885,0.0012682279,0.000022435968,0.0007203731,0.77373004,0.0002507487,0.0012712328,0.02861733,0.19153917,0.000022893932],"about_ca_topic_score_codex":0.0109418575,"about_ca_topic_score_gemma":0.007505347,"teacher_disagreement_score":0.019672856,"about_ca_system_score_codex":0.009551989,"about_ca_system_score_gemma":0.010148589,"threshold_uncertainty_score":0.069304824},"labels":[],"label_agreement":null},{"id":"W1605620370","doi":"10.29173/iasl7929","title":"Techno Savvy and All-knowing or Techno-oriented?: Information-seeking Behaviour and the Net Generation?","year":2021,"lang":"en","type":"article","venue":"IASL Annual Conference Proceedings","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Multitude; The Internet; Population; GRASP; Emerging technologies; Social media; Information technology; Multimedia; Computer science; Internet privacy; Public relations; World Wide Web; Sociology; Political science; Artificial intelligence","score_opus":0.02772234207637205,"score_gpt":0.2980900973815567,"score_spread":0.27036775530518464,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1605620370","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9064378,0.0108485455,0.00020685341,0.052663203,0.00024693515,0.000019104622,0.000048679307,0.0000124171,0.029516451],"genre_scores_gemma":[0.98785293,0.0039725346,0.000094839015,0.004457041,0.00016896211,0.00001856152,0.00001601239,0.0000066942343,0.0034124467],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99910814,0.00048591715,0.000023239958,0.00008444207,0.00013586506,0.00016240384],"domain_scores_gemma":[0.9959027,0.0021016838,0.0006836775,0.000119275566,0.00019638379,0.0009962516],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002447515,0.0001740959,0.00030161912,0.0014429243,0.0023650369,0.006058685,0.0006204584,0.0023053663,0.0041997046],"category_scores_gemma":[0.004864596,0.00020949684,0.00015907655,0.001335315,0.007543067,0.009147472,0.0022067733,0.0022748671,0.0004209976],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000829936,0.00042664795,0.16188577,0.000210843,0.00002511261,0.0008329214,0.73183525,0.000026045953,0.00021657538,0.049876582,0.009009876,0.04557138],"study_design_scores_gemma":[0.000016412547,0.00020305686,0.15179649,0.00060723216,0.000021544894,0.0012240256,0.77497274,0.0002553134,0.00011228676,0.017816408,0.052924212,0.000050296727],"about_ca_topic_score_codex":0.0056141876,"about_ca_topic_score_gemma":0.006941231,"teacher_disagreement_score":0.006058685,"about_ca_system_score_codex":0.0011898748,"about_ca_system_score_gemma":0.00089073705,"threshold_uncertainty_score":0.01404947},"labels":[],"label_agreement":null},{"id":"W1628275303","doi":"10.20381/ruor-20000","title":"Évaluation d'une approche pédagogique respectant les façons d'apprendre des filles en sciences et en TIC en 9e année au Nouveau-Brunswick","year":2009,"lang":"fr","type":"dissertation","venue":"uO Research (University of Ottawa)","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Humanities; Psychology; Art","score_opus":0.09460994810009428,"score_gpt":0.39238307711326487,"score_spread":0.2977731290131706,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1628275303","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7563851,0.002302222,0.039883845,0.014525015,0.000806469,0.018947912,0.0006511507,0.0011054444,0.16539292],"genre_scores_gemma":[0.75986344,0.0032270423,0.15708417,0.002406859,0.000059596525,0.013052469,0.0006023231,0.00017314665,0.06353096],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9716923,0.014677685,0.0016405736,0.001574392,0.0083482,0.0020668898],"domain_scores_gemma":[0.9486167,0.02138192,0.0021958894,0.002524985,0.02151577,0.0037647341],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.045371156,0.0009555148,0.0011935727,0.0034916822,0.00557208,0.010482536,0.0035473984,0.0027954506,0.009688454],"category_scores_gemma":[0.053798355,0.00075215707,0.0010592318,0.0028981997,0.0030738935,0.0034652115,0.0062665343,0.0025121684,0.0013690836],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010007657,0.0061703394,0.027924426,0.004349857,0.00014525841,0.0007099978,0.14944048,0.0028603978,0.0104155615,0.019012671,0.015466532,0.76250374],"study_design_scores_gemma":[0.0019280869,0.008260623,0.13433129,0.0126057705,0.0013683023,0.00045129587,0.41551945,0.011242609,0.022856029,0.010162358,0.38076898,0.000505285],"about_ca_topic_score_codex":0.16179726,"about_ca_topic_score_gemma":0.3713466,"teacher_disagreement_score":0.16179726,"about_ca_system_score_codex":0.031335544,"about_ca_system_score_gemma":0.08469681,"threshold_uncertainty_score":0.321711},"labels":[],"label_agreement":null},{"id":"W1639616325","doi":"10.5539/res.v7n11p213","title":"What Are the Barriers in the Use of Computer Technology in EFL Instruction?","year":2015,"lang":"en","type":"article","venue":"Review of European Studies","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Computer technology; Information technology; Computer-Assisted Instruction; Software; Computer science; Technology integration; Computer Applications; Mathematics education; Psychology; Educational technology; Multimedia; Public relations","score_opus":0.16447404220862247,"score_gpt":0.3853687413950959,"score_spread":0.22089469918647345,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1639616325","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.3217993,0.5531656,0.0034761312,0.08301266,0.0011576384,0.00015395985,0.00038740548,0.000052166684,0.036795165],"genre_scores_gemma":[0.75155497,0.23677157,0.002657735,0.0057738787,0.00031322014,0.00016149983,0.00016766936,0.000032919346,0.0025665648],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99665403,0.0013782947,0.0003749027,0.00021014058,0.00094282,0.00043991164],"domain_scores_gemma":[0.9880162,0.007245292,0.0017161793,0.00015286033,0.0021408445,0.0007285635],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0039333384,0.0001987758,0.000645365,0.0013881795,0.0010757995,0.002702569,0.00071399537,0.0010844562,0.002648612],"category_scores_gemma":[0.017492848,0.00023485285,0.00046016747,0.001442466,0.0017327187,0.00346877,0.001090178,0.0010448277,0.00039666292],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019455804,0.00045005887,0.14745042,0.021011094,0.00025638103,0.0025666617,0.050970346,0.0002321227,0.0022848106,0.020218248,0.016531158,0.7378341],"study_design_scores_gemma":[0.000053363103,0.00037668238,0.36105084,0.05695032,0.0005216243,0.00899747,0.2585829,0.00030797618,0.0017029737,0.016454838,0.29484794,0.00015297571],"about_ca_topic_score_codex":0.009762847,"about_ca_topic_score_gemma":0.008563085,"teacher_disagreement_score":0.009762847,"about_ca_system_score_codex":0.0012838985,"about_ca_system_score_gemma":0.0035259977,"threshold_uncertainty_score":0.020801723},"labels":[],"label_agreement":null},{"id":"W1654072507","doi":"","title":"Examining Female Students' Motivation and Preferences for Course Choices in an Undergraduate ICT Program in a Californian University","year":2009,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Course (navigation); Information and Communications Technology; Mathematics education; Psychology; Medical education; Computer science; Engineering; Medicine; World Wide Web","score_opus":0.33724019148948176,"score_gpt":0.5762024371519143,"score_spread":0.23896224566243257,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1654072507","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992755,0.00002390759,0.000041028874,0.000062199855,0.0000031275051,0.0000070747374,0.000011419174,5.6749906e-7,0.00057529635],"genre_scores_gemma":[0.9983909,0.00006218582,0.00012265574,0.00008348799,0.0000054910915,0.000021042037,0.000027014336,0.0000015520079,0.0012856479],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99928194,0.00021038244,0.000028141718,0.00007637225,0.00019598694,0.00020720433],"domain_scores_gemma":[0.99786794,0.0006298967,0.00046779803,0.000043941556,0.00033858605,0.00065185665],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001820671,0.00026217182,0.0002836726,0.0011559625,0.0019330602,0.0016832855,0.00035829417,0.00040363334,0.0029792702],"category_scores_gemma":[0.0035540995,0.0002334626,0.00022984548,0.0004612955,0.0005745657,0.0005235249,0.0008084599,0.0006200886,0.00036969673],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024660595,0.0010538098,0.8929323,0.00004279557,0.00001793418,0.0004993192,0.07327614,0.00005877453,0.0030259346,0.0004854232,0.00067559106,0.027685408],"study_design_scores_gemma":[0.000020064153,0.0008113644,0.8105938,0.000039334016,0.00001562726,0.0005489725,0.18119533,0.00036983305,0.0010233987,0.00019741121,0.00514961,0.00003521735],"about_ca_topic_score_codex":0.0039177197,"about_ca_topic_score_gemma":0.010544861,"teacher_disagreement_score":0.0039177197,"about_ca_system_score_codex":0.00089406647,"about_ca_system_score_gemma":0.0009768631,"threshold_uncertainty_score":0.0099666715},"labels":[],"label_agreement":null},{"id":"W1679840418","doi":"10.21432/t2xk6h","title":"Response - Fashioning the Future Educational Technology: An Invitation","year":2009,"lang":"en","type":"article","venue":"Canadian Journal of Learning and Technology","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Educational technology; Mathematics education; Pedagogy; Technology integration; Psychology; Sociology","score_opus":0.008850303296511913,"score_gpt":0.2958926408174337,"score_spread":0.2870423375209218,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1679840418","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.007440079,0.005874861,0.0035240834,0.72929335,0.17754844,0.0013468033,0.0005685347,0.00070060266,0.07370321],"genre_scores_gemma":[0.048689995,0.0037045905,0.0032873494,0.39611408,0.056791913,0.0020140377,0.00034566957,0.0010292183,0.48802325],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9972006,0.001051607,0.0001323545,0.000294477,0.0005495737,0.00077140436],"domain_scores_gemma":[0.9931814,0.0023630608,0.00021911597,0.00019889868,0.0012867774,0.0027507725],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0040120725,0.0020189611,0.0007634276,0.00044357116,0.00972662,0.0053098244,0.0018235284,0.01856854,0.04043008],"category_scores_gemma":[0.012732612,0.0005739937,0.0011493969,0.00031513363,0.00289761,0.0058095646,0.008200621,0.022560962,0.014713434],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000086802334,0.00015077692,0.0002485213,0.00016264174,0.0000056039494,0.0006844652,0.0054257694,0.00005768496,0.0016434694,0.007454862,0.97113854,0.012940944],"study_design_scores_gemma":[0.000019013345,0.0000722953,0.0003912047,0.0001024283,0.000002629825,0.00023759373,0.006828336,0.00010407783,0.00023379311,0.0015944476,0.99038917,0.000024975272],"about_ca_topic_score_codex":0.003725519,"about_ca_topic_score_gemma":0.009192044,"teacher_disagreement_score":0.04043008,"about_ca_system_score_codex":0.0028477926,"about_ca_system_score_gemma":0.0054553617,"threshold_uncertainty_score":0.13525206},"labels":[],"label_agreement":null},{"id":"W169952294","doi":"10.29173/slw6857","title":"Guided Inquiry Projects: Enrichment for Gifted Pupils","year":2013,"lang":"en","type":"article","venue":"School Libraries Worldwide","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Gifted education; Mathematics education; Psychology; Pedagogy; Work (physics)","score_opus":0.05820598640840453,"score_gpt":0.3289297245290759,"score_spread":0.27072373812067135,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W169952294","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9799407,0.0003902113,0.0039725383,0.0009077375,0.00003533358,0.00037964797,0.00003503769,0.00013741104,0.01420151],"genre_scores_gemma":[0.9809184,0.00038886414,0.0114184525,0.00023987012,0.000019821131,0.0004905891,0.00004579032,0.00002793338,0.006450266],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9954099,0.003443689,0.00014747569,0.0002572353,0.00027860145,0.00046305355],"domain_scores_gemma":[0.994915,0.0018162584,0.0006212486,0.0009931985,0.00030273138,0.0013516119],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004669247,0.00039834558,0.0005498273,0.0010172088,0.0046228757,0.0030665244,0.0010066173,0.0014059264,0.0028045573],"category_scores_gemma":[0.010282165,0.00038397312,0.0004996279,0.0004584962,0.0032142317,0.002435619,0.008929659,0.0010630317,0.0008725534],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005137236,0.0026030461,0.035971183,0.0008346696,0.00005179486,0.003572564,0.7654698,0.00031443362,0.009164806,0.008079653,0.0065133115,0.166911],"study_design_scores_gemma":[0.00038848387,0.005705816,0.067771934,0.0008184222,0.00008926339,0.0073041306,0.5947376,0.0006483737,0.0073567084,0.01910871,0.29587212,0.00019845938],"about_ca_topic_score_codex":0.0005594744,"about_ca_topic_score_gemma":0.0017172775,"teacher_disagreement_score":0.004669247,"about_ca_system_score_codex":0.0007642833,"about_ca_system_score_gemma":0.0018123465,"threshold_uncertainty_score":0.024693668},"labels":[],"label_agreement":null},{"id":"W1733108233","doi":"","title":"Book Review: Unlocking the clubhouse: Margolis, J., & Fisher, A (2003). Women in computing","year":2010,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Plan (archaeology); Sociocultural evolution; Intervention (counseling); Mathematics education; Medical education; Psychology; Computer science; Sociology; Medicine; History; Anthropology","score_opus":0.14901237760402083,"score_gpt":0.5539595162435941,"score_spread":0.4049471386395732,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1733108233","genre_codex":"review","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00027211395,0.78090847,0.0004611247,0.06955305,0.12025806,0.00014087014,0.0006516764,0.00018559762,0.02756899],"genre_scores_gemma":[0.002559105,0.7338224,0.0006442943,0.052258406,0.064151205,0.00020098286,0.001051602,0.00015984662,0.14515212],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99881256,0.00020253658,0.00011403608,0.00011430915,0.00067636644,0.00008014378],"domain_scores_gemma":[0.99326247,0.0023593758,0.00050759985,0.000121631594,0.0031309726,0.00061793247],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011267429,0.001528251,0.0024396807,0.0040065087,0.00093145896,0.003785157,0.0024809123,0.003575738,0.0380868],"category_scores_gemma":[0.0076778247,0.00060532324,0.0007802701,0.0060434476,0.0012722834,0.0030851439,0.0009684321,0.004435917,0.036145773],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000012157906,0.0000057491584,0.000038177735,0.00072389387,0.000007226509,0.00001743261,0.0000190269,0.000016247432,0.000024891913,0.00017337751,0.97675383,0.022208031],"study_design_scores_gemma":[0.000016396207,0.000022670825,0.00047519727,0.0017010329,0.000018600804,0.00019406954,0.00006592067,0.00002126792,0.000039089573,0.00041988437,0.99701154,0.000014370394],"about_ca_topic_score_codex":0.010071125,"about_ca_topic_score_gemma":0.026284436,"teacher_disagreement_score":0.0380868,"about_ca_system_score_codex":0.0025727027,"about_ca_system_score_gemma":0.003319418,"threshold_uncertainty_score":0.12741303},"labels":[],"label_agreement":null},{"id":"W173571247","doi":"","title":"A Comparative Study of Performance on a College Student Newspaper: Foreign Versus American Students.","year":2005,"lang":"en","type":"article","venue":"College student journal","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Newspaper; Internship; Syllabus; Institution; Psychology; Political science; Sociology; Library science; Medical education; Pedagogy; Media studies; Medicine; Social science","score_opus":0.04782562212327962,"score_gpt":0.40859525248197587,"score_spread":0.36076963035869625,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W173571247","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9942357,0.00024406893,0.00003962686,0.00019169526,0.00003739775,0.00001360723,0.000033357577,0.0000021628196,0.0052023],"genre_scores_gemma":[0.9977307,0.00032240633,0.000050205508,0.00012840175,0.000046104393,0.000018412944,0.000037177506,0.0000048677207,0.0016616405],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9964856,0.0019404617,0.00017226263,0.00020449594,0.0007459915,0.0004511889],"domain_scores_gemma":[0.97997344,0.008934445,0.004290223,0.0004996653,0.0030411212,0.0032611322],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004381315,0.00029251067,0.00040634486,0.0029471673,0.0033918766,0.0043907394,0.00046423852,0.00064592774,0.0038038616],"category_scores_gemma":[0.021009339,0.00021542275,0.00021180739,0.003483305,0.0018485828,0.0021928656,0.0023423645,0.0009441876,0.00067120366],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020686125,0.00046304578,0.2077589,0.00023101924,0.00003583196,0.0008184268,0.75590086,0.000014576114,0.0013929387,0.00052821706,0.0016104542,0.031038957],"study_design_scores_gemma":[0.0000053672543,0.0002784684,0.18754137,0.00006234778,0.0000111196405,0.00030430863,0.8054612,0.000023070377,0.00025564127,0.000041690917,0.006001457,0.000014028755],"about_ca_topic_score_codex":0.0043603117,"about_ca_topic_score_gemma":0.01199103,"teacher_disagreement_score":0.0043907394,"about_ca_system_score_codex":0.0012550403,"about_ca_system_score_gemma":0.0010617084,"threshold_uncertainty_score":0.023170888},"labels":[],"label_agreement":null},{"id":"W1749754276","doi":"10.24908/pceea.v0i0.3150","title":"A Computer Security Experience Scale for 4th-Year Software Engineers","year":2010,"lang":"en","type":"article","venue":"Proceedings of the Canadian Engineering Education Association (CEEA)","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Alberta","funders":"","keywords":"Scale (ratio); Software security assurance; Software engineering; Computer science; Software; Computer security; Operating system; Information security; Geography; Security service; Cartography","score_opus":0.005314650022512818,"score_gpt":0.23497891442025703,"score_spread":0.2296642643977442,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1749754276","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.989643,0.000111920264,0.00067847414,0.00020487109,0.000049153823,0.00038939688,0.00051175273,0.00005643102,0.008354947],"genre_scores_gemma":[0.98401743,0.00030490773,0.0063714474,0.00017238018,0.000027776134,0.0006440575,0.0016253737,0.000017100732,0.006819479],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9989573,0.0001405678,0.00011873888,0.00003682244,0.000593202,0.00015341354],"domain_scores_gemma":[0.994259,0.00081440626,0.0016646773,0.00023447599,0.0013891559,0.0016383297],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001826481,0.00038033788,0.00025560058,0.0015691477,0.0006011981,0.0007287956,0.00067567086,0.0004779001,0.005338729],"category_scores_gemma":[0.005391662,0.00026000442,0.0005153777,0.00074681814,0.00053131336,0.00058647606,0.0010403973,0.000931786,0.00086827425],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00039073534,0.0017991806,0.86919403,0.00035042613,0.00013927734,0.0004294342,0.013419839,0.00090589316,0.007832266,0.0011684838,0.018325854,0.08604458],"study_design_scores_gemma":[0.000040128765,0.0006575925,0.9823851,0.000058646503,0.000014494669,0.00015102395,0.004444004,0.00056420045,0.00063620275,0.00027212428,0.010746453,0.000030121711],"about_ca_topic_score_codex":0.0063711824,"about_ca_topic_score_gemma":0.021780811,"teacher_disagreement_score":0.0063711824,"about_ca_system_score_codex":0.0010715032,"about_ca_system_score_gemma":0.0010233984,"threshold_uncertainty_score":0.017859817},"labels":[],"label_agreement":null},{"id":"W1792332291","doi":"10.21432/t26k60","title":"Design-based Research and its Application to a Call Centre Innovation in Distance Education","year":2005,"lang":"en","type":"article","venue":"Canadian Journal of Learning and Technology","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":54,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Athabasca University","funders":"","keywords":"Educational research; Research design; Set (abstract data type); Instructional design; Design-based research; Sociology; Computer science; Learning design; Higher education; Knowledge management; Engineering management; Engineering ethics; Management science; Mathematics education; Pedagogy; Engineering; Psychology; Political science; Social science","score_opus":0.04445720965224298,"score_gpt":0.3578239784776719,"score_spread":0.3133667688254289,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1792332291","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.018185303,0.0052543343,0.8985212,0.013994904,0.00073416013,0.0049981214,0.000084232444,0.00021410965,0.058013678],"genre_scores_gemma":[0.22077104,0.0046901954,0.7585773,0.001959736,0.00010947622,0.008750284,0.000050575232,0.00007092652,0.005020432],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.8813344,0.108413056,0.0021187474,0.0020786482,0.0052412,0.0008139633],"domain_scores_gemma":[0.88056266,0.10842377,0.0018592585,0.004908426,0.0032519351,0.0009939976],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0724864,0.001362594,0.0013246672,0.0061824573,0.0058060596,0.013284266,0.003069748,0.0062318994,0.004332876],"category_scores_gemma":[0.062029906,0.0011000826,0.0015692277,0.0058485516,0.030513307,0.007957887,0.009425835,0.004347287,0.0005217059],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000066940505,0.0002437041,0.0017159493,0.0019734856,0.00005835459,0.00054077187,0.06828694,0.0039003682,0.0010760253,0.8023032,0.00226416,0.11757013],"study_design_scores_gemma":[0.0002785665,0.001150181,0.0037424979,0.0049038953,0.00012010889,0.0022283748,0.06449086,0.016210273,0.0033126858,0.68666446,0.21667282,0.00022529697],"about_ca_topic_score_codex":0.002741089,"about_ca_topic_score_gemma":0.0035747017,"teacher_disagreement_score":0.0724864,"about_ca_system_score_codex":0.008734235,"about_ca_system_score_gemma":0.008143063,"threshold_uncertainty_score":0.3833493},"labels":[],"label_agreement":null},{"id":"W1816778726","doi":"10.7202/1120160ar","title":"Women, History, and Information and Communications Technologies","year":2010,"lang":"en","type":"article","venue":"Atlantis Critical Studies in Gender Culture & Social Justice","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of New Brunswick","funders":"","keywords":"Context (archaeology); Political science; Information and Communications Technology; Humanities; Ethnology; Sociology; Gender studies; Geography; Art","score_opus":0.07253698025235884,"score_gpt":0.3848942479126239,"score_spread":0.31235726766026506,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1816778726","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.2730559,0.023939895,0.0008332133,0.056429356,0.00048717778,0.000036544236,0.00014423618,0.00003513741,0.6450384],"genre_scores_gemma":[0.9468135,0.006546995,0.00013533043,0.002847064,0.00011260706,0.000011842624,0.000023537297,0.00001414457,0.04349481],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9982439,0.00054151943,0.00002222952,0.000114449205,0.0003943893,0.0006835538],"domain_scores_gemma":[0.9986405,0.0005159953,0.00016142087,0.00004654457,0.00012232913,0.0005131628],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0012962155,0.00026641818,0.00031019057,0.0015355004,0.014206336,0.010531048,0.00043849263,0.0011131088,0.008878448],"category_scores_gemma":[0.0025166795,0.00011381559,0.0001264032,0.0026006768,0.028751206,0.0030142628,0.0036826043,0.0012624412,0.00031434296],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007997217,0.00005662153,0.04293822,0.00016950302,0.000024083367,0.0008414178,0.29358548,0.00018626102,0.0005206,0.5425678,0.02136983,0.09766026],"study_design_scores_gemma":[0.000008054871,0.000032501957,0.036498643,0.00043194342,0.00001774875,0.00026591524,0.30941004,0.00006210966,0.00027079764,0.03111277,0.6218607,0.00002878144],"about_ca_topic_score_codex":0.5683987,"about_ca_topic_score_gemma":0.72965026,"teacher_disagreement_score":0.98579365,"about_ca_system_score_codex":0.014941239,"about_ca_system_score_gemma":0.01730564,"threshold_uncertainty_score":0.86828613},"labels":[],"label_agreement":null},{"id":"W1820073293","doi":"10.1111/j.1468-2419.2006.00261.x","title":"Assessment of the equivalence of conventional versus computer administration of the Test of Workplace Essential Skills","year":2006,"lang":"en","type":"article","venue":"International Journal of Training and Development","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Test (biology); Equivalence (formal languages); Numeracy; Reading (process); Psychology; Computerized adaptive testing; Computer literacy; Rank (graph theory); Mathematics education; Applied psychology; Literacy; Psychometrics; Developmental psychology; Pedagogy; Mathematics","score_opus":0.027007582834539117,"score_gpt":0.3496651412620617,"score_spread":0.3226575584275226,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1820073293","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99668807,0.00014660132,0.0012915935,0.000044147393,0.0000360479,0.000054138975,0.00007462484,0.000018651283,0.0016461253],"genre_scores_gemma":[0.9983941,0.000053257063,0.0009566007,0.000050519862,0.000027302794,0.000030092539,0.00015049083,0.000009393736,0.00032822916],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99453694,0.002178122,0.0006150901,0.00047906462,0.002000733,0.00018996414],"domain_scores_gemma":[0.9718837,0.017148469,0.0037422166,0.0022102802,0.004011544,0.0010037749],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0067903143,0.0002385035,0.00026686687,0.00085125165,0.0001799887,0.0005355699,0.00038164176,0.00031574408,0.002038043],"category_scores_gemma":[0.0553953,0.000118042495,0.00017519311,0.00039909416,0.00052545936,0.00074637175,0.00062177464,0.00038627454,0.00041945733],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0090167215,0.0031558715,0.74477977,0.00014985149,0.00024196236,0.00017453659,0.0029163917,0.00027725042,0.0105334055,0.000877839,0.0009329,0.22694355],"study_design_scores_gemma":[0.00030701476,0.012653327,0.9769206,0.00004043378,0.000045581608,0.0005599273,0.00068586227,0.0011652062,0.0033708205,0.0005068926,0.0037223424,0.000022086857],"about_ca_topic_score_codex":0.00081267866,"about_ca_topic_score_gemma":0.0006606263,"teacher_disagreement_score":0.0067903143,"about_ca_system_score_codex":0.00024606858,"about_ca_system_score_gemma":0.0003287729,"threshold_uncertainty_score":0.035911024},"labels":[],"label_agreement":null},{"id":"W1828149065","doi":"10.14288/1.0055014","title":"Is it design or is it inquiry? : exploring technology research in a Filipino school setting","year":2009,"lang":"en","type":"article","venue":"cIRcle (University of British Columbia)","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Pedagogy; Mathematics education; Engineering ethics; Sociology; Information technology; Technology education; Psychology; Political science; Engineering","score_opus":0.19070478933650875,"score_gpt":0.34687675377093635,"score_spread":0.1561719644344276,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1828149065","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96905565,0.0012008679,0.0019798928,0.005128719,0.00004729289,0.00011877261,0.000030798765,0.000053718813,0.022384325],"genre_scores_gemma":[0.9954667,0.0007699801,0.0007802668,0.00034528307,0.000018426821,0.00007805597,0.000015529702,0.000018313473,0.0025074487],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9880292,0.008256646,0.00026441732,0.00069758756,0.0007092105,0.0020429227],"domain_scores_gemma":[0.9900045,0.005691705,0.0009803922,0.00050841493,0.0006315013,0.0021835314],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0074909297,0.0013580201,0.00083797064,0.0044005867,0.030227654,0.013957089,0.0028954644,0.0039131893,0.00356491],"category_scores_gemma":[0.008999043,0.00082165434,0.0006220452,0.0030638871,0.021170983,0.009904332,0.011145396,0.0051890407,0.00069567055],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000024418849,0.00011614338,0.0061876094,0.00014038695,0.000008362953,0.0041834433,0.9759906,0.00006322548,0.000595996,0.003812274,0.0005784148,0.008299083],"study_design_scores_gemma":[0.0000029295638,0.000044468896,0.002699854,0.00011776665,0.0000065388017,0.0004794966,0.9820518,0.00009317246,0.00025438395,0.0004225671,0.013816735,0.000010272019],"about_ca_topic_score_codex":0.0096566,"about_ca_topic_score_gemma":0.024841676,"teacher_disagreement_score":0.030227654,"about_ca_system_score_codex":0.010926918,"about_ca_system_score_gemma":0.006141665,"threshold_uncertainty_score":0.079280734},"labels":[],"label_agreement":null},{"id":"W1834817654","doi":"","title":"Enhancing Key Digital Literacy Skills: Information Privacy, Information Security, and Copyright/ Intellectual Property","year":2015,"lang":"en","type":"article","venue":"Scholarship@Western (Western University)","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Internet privacy; Intellectual property; Key (lock); Business; Information privacy; Personally identifiable information; Computer security; Information literacy; Digital literacy; Privacy policy; Literacy; Computer science; World Wide Web; Political science","score_opus":0.05149816476561422,"score_gpt":0.3180650742098722,"score_spread":0.266566909444258,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1834817654","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.3716706,0.0074263723,0.018963689,0.117248476,0.0009472634,0.001493945,0.00092536863,0.00096142024,0.48036283],"genre_scores_gemma":[0.8803043,0.010458921,0.03594428,0.016585283,0.00048817362,0.0014313984,0.000610924,0.00010924293,0.054067537],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9975551,0.0007525306,0.00011708322,0.00020012849,0.00073152664,0.0006436121],"domain_scores_gemma":[0.9903239,0.0038005137,0.0014184298,0.0003753742,0.001328506,0.0027533062],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029952743,0.00035951054,0.00038312117,0.000964396,0.0010076017,0.0033541243,0.0008248935,0.0015891138,0.043542348],"category_scores_gemma":[0.011856835,0.00018813903,0.00048342213,0.0005766213,0.0010885156,0.0034674876,0.0038263807,0.0022146283,0.005608103],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00031834803,0.0048923446,0.031939626,0.00502668,0.00006380929,0.0006131384,0.015011913,0.0003205045,0.0039741965,0.023829477,0.08434485,0.82966506],"study_design_scores_gemma":[0.00039103228,0.002032294,0.26931003,0.015574831,0.00034246835,0.0018908976,0.032387972,0.0017410755,0.013932465,0.087408,0.5748195,0.00016939151],"about_ca_topic_score_codex":0.0019199152,"about_ca_topic_score_gemma":0.0039139627,"teacher_disagreement_score":0.043542348,"about_ca_system_score_codex":0.0016469299,"about_ca_system_score_gemma":0.0077753807,"threshold_uncertainty_score":0.14566368},"labels":[],"label_agreement":null},{"id":"W1867414364","doi":"10.1046/j.0266-4909.2002.00259.doc.x","title":"Factors contributing to teachers' successful implementation of IT","year":2002,"lang":"en","type":"article","venue":"Journal of Computer Assisted Learning","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":251,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"York University","funders":"","keywords":"Implementation; Information and Communications Technology; Technology integration; Mathematics education; Qualitative research; Educational technology; Pedagogy; Psychology; Knowledge management; Computer science; Sociology; Social science; World Wide Web","score_opus":0.052499020986980664,"score_gpt":0.365661723160023,"score_spread":0.3131627021730423,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1867414364","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99273974,0.00017856229,0.0005623935,0.00055797095,0.000013982505,0.000056553155,0.00001905909,0.000021980059,0.005849898],"genre_scores_gemma":[0.9991055,0.00006590005,0.00031632328,0.000020116522,0.0000016649554,0.000013059684,0.000008880418,0.0000046310734,0.00046388776],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9871492,0.004572833,0.0010103638,0.0004891621,0.004881632,0.0018968575],"domain_scores_gemma":[0.9381283,0.02365077,0.013336562,0.0031013621,0.01674461,0.005038405],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009500536,0.000196408,0.00027075395,0.0011167885,0.0023177578,0.003914011,0.00097611034,0.0008574087,0.0017592375],"category_scores_gemma":[0.07124317,0.00037347755,0.00022679564,0.0014027922,0.0018387851,0.0012488526,0.0014979217,0.0014439381,0.0002664431],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012778075,0.0004915328,0.65465003,0.00039505676,0.000058774287,0.0013029733,0.24487047,0.0006745006,0.0047239466,0.0028201586,0.0017924078,0.08809239],"study_design_scores_gemma":[0.000022750168,0.00029171497,0.7159366,0.00035618688,0.00006180192,0.0003824388,0.25892448,0.0009971453,0.0022952773,0.00065501174,0.02001121,0.000065340115],"about_ca_topic_score_codex":0.081913866,"about_ca_topic_score_gemma":0.112460434,"teacher_disagreement_score":0.081913866,"about_ca_system_score_codex":0.005253025,"about_ca_system_score_gemma":0.014499484,"threshold_uncertainty_score":0.16287416},"labels":[],"label_agreement":null},{"id":"W1877636013","doi":"","title":"Elementary In-Service Teacher's Use of Computers in the Elementary Classroom","year":2003,"lang":"en","type":"article","venue":"Journal of instructional psychology","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":36,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mathematics education; Curriculum; Psychology; Elementary mathematics; Watson; Primary education; Pedagogy; Computer science","score_opus":0.05958424962294497,"score_gpt":0.3686834489782347,"score_spread":0.30909919935528973,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1877636013","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9920935,0.00025112566,0.00023184829,0.0005355825,0.000010781047,0.0000075984462,0.00004263507,0.000017937808,0.0068089957],"genre_scores_gemma":[0.99473876,0.0006993409,0.00019150731,0.00023447683,0.0000039266656,0.000013695988,0.000037956892,0.0000093763,0.0040709865],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99964297,0.00008593094,0.000026998347,0.000057855435,0.00011375892,0.00007241288],"domain_scores_gemma":[0.9979963,0.0006851625,0.0004889225,0.000111571,0.00044720896,0.00027080966],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00025461867,0.00008907821,0.00019391598,0.00056800124,0.0012400321,0.0014291499,0.0002329914,0.00047833714,0.0026082662],"category_scores_gemma":[0.0029115553,0.00019884158,0.000105157276,0.0005218857,0.000781081,0.0008511839,0.0006572664,0.00080236146,0.00081970054],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000083276485,0.00040994075,0.4316305,0.00020267013,0.000009327018,0.002290496,0.48641512,0.0000704832,0.008113283,0.0011978613,0.006533079,0.06304396],"study_design_scores_gemma":[0.000007969867,0.00032255726,0.47575077,0.00023876673,0.000024277078,0.003126468,0.47161567,0.00015708542,0.0021362891,0.00035227215,0.046232,0.000035861714],"about_ca_topic_score_codex":0.007971835,"about_ca_topic_score_gemma":0.017462116,"teacher_disagreement_score":0.007971835,"about_ca_system_score_codex":0.0007402269,"about_ca_system_score_gemma":0.0009958602,"threshold_uncertainty_score":0.015850842},"labels":[],"label_agreement":null},{"id":"W1879240590","doi":"10.47678/cjhe.v32i1.183402","title":"When Faculty Use Instructional Technologies: Using Clark's Delivery Model to Understand Gender Differences","year":2002,"lang":"en","type":"article","venue":"Canadian Journal of Higher Education","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":25,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Perspective (graphical); Process (computing); Exploratory research; Institution; Psychology; Emerging technologies; Medical education; Computer science; Pedagogy; Sociology; Social science; Medicine","score_opus":0.2287333469184196,"score_gpt":0.3406806910677754,"score_spread":0.11194734414935578,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1879240590","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.75983983,0.0018628968,0.08139851,0.015482221,0.00027193097,0.0011541254,0.00061001495,0.00021227919,0.13916816],"genre_scores_gemma":[0.9789459,0.0005637319,0.014765134,0.0005624452,0.000016920803,0.0006133619,0.00008711998,0.000035070047,0.0044103144],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9954666,0.002451304,0.00016899993,0.00042495815,0.0010836391,0.0004044802],"domain_scores_gemma":[0.9882117,0.008191304,0.0012621385,0.0003436533,0.0014382143,0.0005529528],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0050994484,0.00051632937,0.0002838295,0.0033500828,0.0014575773,0.004552726,0.0013273781,0.0011497501,0.0050156573],"category_scores_gemma":[0.025188481,0.00031270078,0.0004556537,0.0018567637,0.002497861,0.0048957486,0.0019273967,0.0010861626,0.00045756207],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007551859,0.0011266529,0.1910642,0.00044035388,0.00007975109,0.0006916427,0.14317447,0.0028544376,0.0042191567,0.39991003,0.007263975,0.2484202],"study_design_scores_gemma":[0.0005343951,0.0027957568,0.2783741,0.0018331,0.0003335545,0.0015516386,0.3239256,0.05858022,0.009628288,0.18245074,0.13966608,0.00032656922],"about_ca_topic_score_codex":0.031551596,"about_ca_topic_score_gemma":0.023745848,"teacher_disagreement_score":0.9684484,"about_ca_system_score_codex":0.008973246,"about_ca_system_score_gemma":0.005605397,"threshold_uncertainty_score":0.065105736},"labels":[],"label_agreement":null},{"id":"W1906929494","doi":"","title":"Gender Digital Divide and Challenges in Undergraduate Computer Science Programs.","year":2011,"lang":"en","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":66,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Toronto","funders":"","keywords":"Digital divide; Equity (law); Gender equity; Mathematics education; Feeling; Key (lock); Computer science; Divide and conquer algorithms; Psychology; Multimedia; Sociology; The Internet; Social science; Social psychology; World Wide Web; Political science","score_opus":0.18281003760900125,"score_gpt":0.31611572355991974,"score_spread":0.1333056859509185,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1906929494","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.990553,0.0005567899,0.00007472687,0.0011960382,0.000041894513,0.0000115786315,0.000038589442,0.0000019680433,0.0075253225],"genre_scores_gemma":[0.99800533,0.0001890164,0.000025833766,0.00012673173,0.0000075835615,0.0000064613737,0.000017098428,0.0000016161615,0.0016202274],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9980089,0.0004017919,0.00008912592,0.00020751664,0.00067845243,0.0006142356],"domain_scores_gemma":[0.99577624,0.00086474314,0.001028629,0.00007830096,0.000378423,0.0018737685],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001905031,0.00017269173,0.00036122225,0.0012245498,0.0043213526,0.002983538,0.0005173139,0.0005318193,0.0056831012],"category_scores_gemma":[0.007161812,0.00015362186,0.000187148,0.0010651478,0.003310995,0.0017654754,0.0035751536,0.00088013517,0.00035216942],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015693245,0.00031758557,0.61328185,0.00009422868,0.000019582976,0.0008285753,0.33370236,0.00006196605,0.0008453797,0.0057147737,0.0025388836,0.042437784],"study_design_scores_gemma":[0.000007391178,0.00011016274,0.5977907,0.00008809641,0.0000056889544,0.00036474955,0.39004108,0.000113990325,0.00017438534,0.0011019926,0.010180914,0.00002084043],"about_ca_topic_score_codex":0.06645664,"about_ca_topic_score_gemma":0.1547328,"teacher_disagreement_score":0.06645664,"about_ca_system_score_codex":0.0038086928,"about_ca_system_score_gemma":0.004415166,"threshold_uncertainty_score":0.13213962},"labels":[],"label_agreement":null},{"id":"W1911822701","doi":"10.18438/b8ww2j","title":"There is a Significant Relationship Between Computer Attitudes and Library Anxiety Among African American Graduate Students","year":2007,"lang":"en","type":"article","venue":"Evidence Based Library and Information Practice","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Likert scale; Anxiety; Scale (ratio); Psychology; Graduate students; Medical education; Library instruction; Clinical psychology; Medicine; Psychiatry; Developmental psychology; Information literacy; Pedagogy","score_opus":0.04402148178171811,"score_gpt":0.3395135779494743,"score_spread":0.2954920961677562,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1911822701","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992632,0.000051015366,0.000014237793,0.00009819974,0.0000038035669,0.0000031865848,0.00002349442,0.0000013364375,0.00054138986],"genre_scores_gemma":[0.99943,0.000092769485,0.000044329805,0.00007486868,0.000010369708,0.0000052298747,0.000040322506,8.999797e-7,0.00030106746],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9997036,0.000067248126,0.000025618545,0.000033360535,0.000087158594,0.00008305532],"domain_scores_gemma":[0.9976041,0.00053645624,0.00094372313,0.000059138438,0.00027114528,0.00058542786],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00042374476,0.00013653797,0.00014596428,0.0008035957,0.00055732526,0.0006714138,0.00015810209,0.0003015757,0.007148208],"category_scores_gemma":[0.0030870873,0.00015310856,0.00027960623,0.0005956841,0.00033395336,0.0004061158,0.0004226118,0.0004878183,0.00053990504],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000037193542,0.00014975968,0.9958182,0.000009271052,0.000009962031,0.00003892746,0.00034130554,0.0000059411504,0.00025038683,0.000016588152,0.00012484854,0.0031976453],"study_design_scores_gemma":[0.0000034403172,0.00009223609,0.99839216,0.000010138131,0.000008665973,0.00007322456,0.0011085799,0.000033305405,0.000052293664,0.000012548457,0.00021127774,0.0000021247495],"about_ca_topic_score_codex":0.005827928,"about_ca_topic_score_gemma":0.009274031,"teacher_disagreement_score":0.007148208,"about_ca_system_score_codex":0.00019447369,"about_ca_system_score_gemma":0.00041148844,"threshold_uncertainty_score":0.023913145},"labels":[],"label_agreement":null},{"id":"W1963706171","doi":"10.5430/wje.v4n2p76","title":"Self Concept and Motivation Variables as Correlates of Acquisition of ICT Competence among Social Studies Students of Obafemi Awolowo University, Ile-Ife, Nigeria","year":2014,"lang":"en","type":"article","venue":"World Journal of Education","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Information and Communications Technology; Nonprobability sampling; Competence (human resources); Psychology; Social competence; Population; Mathematics education; Social psychology; Social change; Demography; Sociology; Computer science","score_opus":0.0155030851600386,"score_gpt":0.3143969127120337,"score_spread":0.29889382755199506,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1963706171","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994173,0.00005538815,0.000013878304,0.000030106723,0.0000022362567,0.00000798353,0.000007402948,3.881076e-7,0.0004652826],"genre_scores_gemma":[0.99957794,0.00007953172,0.00004222512,0.000008682192,0.0000023054652,0.000009208923,0.000016436874,3.1948025e-7,0.0002634936],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996482,0.00008669097,0.000032647527,0.000023526705,0.00011840134,0.00009046213],"domain_scores_gemma":[0.9980558,0.0005159953,0.0006094795,0.000054739965,0.00023573011,0.0005282841],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007607337,0.00017492854,0.00018809257,0.00094725256,0.00058732403,0.0009768909,0.0001538168,0.00030722568,0.0019755636],"category_scores_gemma":[0.002637089,0.00016425372,0.00023053068,0.00042147364,0.0004974747,0.00033388747,0.00054257683,0.00054327573,0.00012746142],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000024461562,0.00043897046,0.9889604,0.000025892181,0.000011460979,0.00009824167,0.0033159854,0.00002493206,0.00037481,0.00014464228,0.00009113839,0.00648915],"study_design_scores_gemma":[0.0000024020007,0.00015427056,0.99309313,0.000029282179,0.0000062583754,0.000093120616,0.0058895065,0.00013438035,0.000101726604,0.00007352853,0.000417088,0.000005376628],"about_ca_topic_score_codex":0.00195607,"about_ca_topic_score_gemma":0.0033924957,"teacher_disagreement_score":0.0019755636,"about_ca_system_score_codex":0.0003022608,"about_ca_system_score_gemma":0.0007214349,"threshold_uncertainty_score":0.0066089034},"labels":[],"label_agreement":null},{"id":"W1968511279","doi":"10.1093/es/khm088","title":"Mary Frank Fox, Deborah G. Johnson, and Sue V. Rosser, eds. Women, Gender, and Technology. Urbana and Chicago, Ill.: University of Illinois Press, 2006. viii + 204 pp. ISBN 0-252-07336-3 (paper), $20.00.","year":2007,"lang":"en","type":"article","venue":"Enterprise & Society","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Toronto Metropolitan University","funders":"","keywords":"Law and economics; Sociology; Gerontology; Media studies; Medicine","score_opus":0.007935433840893258,"score_gpt":0.23458008686032678,"score_spread":0.2266446530194335,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1968511279","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00083943066,0.93034095,0.0012636716,0.015850855,0.0027700856,0.00002071763,0.0002171625,0.000117415366,0.048579685],"genre_scores_gemma":[0.0078005,0.8683924,0.0025011008,0.0026070706,0.0015103684,0.00005127909,0.00024447794,0.00010821279,0.11678472],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9994949,0.0000962086,0.000032497275,0.00008387807,0.00024092566,0.000051555573],"domain_scores_gemma":[0.999196,0.00037454124,0.00010921148,0.00002806522,0.00017635635,0.00011580289],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0011501581,0.0018600036,0.0012057228,0.002034692,0.0010491387,0.0026347134,0.0009952111,0.0020951738,0.03990641],"category_scores_gemma":[0.0019818235,0.0010110259,0.00044952624,0.0021922698,0.0010347437,0.0059019946,0.0011670708,0.0017729485,0.021831607],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006746359,0.000031116808,0.00069040165,0.0014529853,0.000016033238,0.0001393273,0.001206322,0.00013462365,0.00035116085,0.0055828406,0.7291745,0.26115316],"study_design_scores_gemma":[0.0000052302235,0.000013735628,0.0011117618,0.0012330856,0.000012944014,0.00033187485,0.00064371334,0.000039545648,0.00017643548,0.0037846793,0.99263257,0.000014387293],"about_ca_topic_score_codex":0.009945739,"about_ca_topic_score_gemma":0.021017328,"teacher_disagreement_score":0.99895084,"about_ca_system_score_codex":0.0013359955,"about_ca_system_score_gemma":0.0024104202,"threshold_uncertainty_score":0.13350028},"labels":[],"label_agreement":null},{"id":"W1976169484","doi":"10.1016/j.compedu.2008.01.001","title":"A formative analysis of individual differences in the effectiveness of learning objects in secondary school","year":2008,"lang":"en","type":"article","venue":"Computers & Education","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":40,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Ontario Tech University","funders":"","keywords":"Formative assessment; Mathematics education; Psychology; Quality (philosophy); Correlation; Mathematics","score_opus":0.022262826208308033,"score_gpt":0.30239850401751284,"score_spread":0.2801356778092048,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1976169484","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99759775,0.00001973348,0.00053012784,0.000016132884,0.000010933997,0.00019347288,0.00019755503,0.000008591102,0.0014256026],"genre_scores_gemma":[0.99310005,0.000045416804,0.0020529453,0.00004346425,0.000019338642,0.0011600435,0.0003574394,0.000014824865,0.0032065455],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9966331,0.0016893742,0.00026271658,0.00040292926,0.0007746894,0.00023712992],"domain_scores_gemma":[0.95594645,0.034402892,0.002745993,0.0024578667,0.0037469326,0.00069986965],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0072265076,0.00053512317,0.0006678616,0.0020034239,0.0013419195,0.001724331,0.0009951907,0.0005981797,0.003991664],"category_scores_gemma":[0.03309414,0.00032540728,0.0006182961,0.0014871455,0.0012142388,0.0012622566,0.0013849555,0.000963098,0.00050354],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0109257605,0.025208244,0.5639503,0.00075365446,0.00048146473,0.00033959598,0.16351153,0.0014847951,0.027098292,0.0032267817,0.0017487674,0.2012708],"study_design_scores_gemma":[0.00028929053,0.013728843,0.9307523,0.000074747964,0.0001536947,0.00011488477,0.03599112,0.0009828194,0.014535231,0.0011296065,0.0021758582,0.00007165812],"about_ca_topic_score_codex":0.002106111,"about_ca_topic_score_gemma":0.0029168413,"teacher_disagreement_score":0.0072265076,"about_ca_system_score_codex":0.0011359818,"about_ca_system_score_gemma":0.0011211311,"threshold_uncertainty_score":0.038217902},"labels":[],"label_agreement":null},{"id":"W1978781269","doi":"10.1002/mar.10085","title":"The effect of computer anxiety on price value trade‐off in the on‐line environment","year":2003,"lang":"en","type":"article","venue":"Psychology and Marketing","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Manitoba","funders":"","keywords":"Psychology; Anxiety; Value (mathematics); Perception; Product (mathematics); Line (geometry); Quality (philosophy); The Internet; Social psychology; Computer science","score_opus":0.013516459765941444,"score_gpt":0.31478320627663725,"score_spread":0.3012667465106958,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1978781269","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991942,0.000013287426,0.00007193562,0.000013475605,0.0000022227891,0.000004171372,0.0000064510195,0.000003343714,0.0006908655],"genre_scores_gemma":[0.9995378,0.000016272248,0.00010891907,0.00002223283,0.0000055017367,0.000006469426,0.000014494994,0.0000025412673,0.0002857886],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993926,0.00030128282,0.000027250384,0.00005037035,0.00014729382,0.00008111423],"domain_scores_gemma":[0.99132735,0.0057999063,0.0013440422,0.00037087355,0.00030842147,0.0008494669],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00060799276,0.00033589694,0.00021262708,0.0003073361,0.00025456675,0.001248242,0.00015338298,0.00032379312,0.0036151733],"category_scores_gemma":[0.0063014496,0.00016535925,0.000244839,0.000161183,0.00040169444,0.00030918967,0.00045801175,0.0006779055,0.00016022466],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.028100248,0.023810774,0.5430552,0.00035454487,0.00047611955,0.0007580109,0.004669772,0.0016748257,0.31472382,0.0022080098,0.00068245677,0.07948624],"study_design_scores_gemma":[0.00024160744,0.011964788,0.96384764,0.00002142364,0.00019480802,0.0002230354,0.0009952761,0.0028513921,0.018404072,0.00058607257,0.0006185504,0.000051494986],"about_ca_topic_score_codex":0.0007633265,"about_ca_topic_score_gemma":0.00071976957,"teacher_disagreement_score":0.0036151733,"about_ca_system_score_codex":0.00028235934,"about_ca_system_score_gemma":0.00018315166,"threshold_uncertainty_score":0.012093961},"labels":[],"label_agreement":null},{"id":"W1999260460","doi":"10.1016/j.chb.2007.06.002","title":"Assessing emotions related to learning new software: The computer emotion scale","year":2007,"lang":"en","type":"article","venue":"Computers in Human Behavior","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":91,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ontario Institute of Technology","funders":"","keywords":"Sadness; Psychology; Anger; Construct validity; Happiness; Scale (ratio); Emotion classification; Convergent validity; Anxiety; Cognition; Reliability (semiconductor); Construct (python library); Cognitive psychology; Social psychology; Psychometrics; Developmental psychology; Computer science","score_opus":0.04528190114791325,"score_gpt":0.3798300266994924,"score_spread":0.33454812555157915,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1999260460","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99054074,0.00021583214,0.0014281867,0.00029514884,0.00010068554,0.00042417287,0.0004489795,0.000055839777,0.0064904704],"genre_scores_gemma":[0.9847147,0.000624763,0.006409133,0.00051684096,0.00009190951,0.0010069042,0.0009113823,0.000041732666,0.0056826705],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991234,0.00022358126,0.00009597191,0.00006213549,0.00041392015,0.000080948514],"domain_scores_gemma":[0.99641126,0.0009413771,0.0010110155,0.00016732352,0.0007913416,0.00067762344],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012466682,0.00048666922,0.00045013556,0.0005403568,0.00036890866,0.00061086303,0.00042030888,0.00061080244,0.0016780156],"category_scores_gemma":[0.007055462,0.00025278493,0.00074653426,0.00032664748,0.00028636822,0.000540338,0.0010232788,0.001094643,0.00060862704],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0021938402,0.005259899,0.71581995,0.00047353588,0.000856446,0.0003491984,0.0062008067,0.0015129133,0.041588925,0.00067924225,0.014129305,0.21093586],"study_design_scores_gemma":[0.00012515964,0.001109649,0.9899301,0.00003204479,0.00010843942,0.00031243404,0.0009231144,0.0011741283,0.0023188188,0.00018977646,0.0037281727,0.000048331996],"about_ca_topic_score_codex":0.00083551416,"about_ca_topic_score_gemma":0.0023305493,"teacher_disagreement_score":0.0016780156,"about_ca_system_score_codex":0.0003485991,"about_ca_system_score_gemma":0.00033912927,"threshold_uncertainty_score":0.0065930486},"labels":[],"label_agreement":null},{"id":"W2003291933","doi":"10.1016/j.wsif.2003.09.010","title":"“Girl talk”: gender, equity, and identity discourses in a school-based computer culture","year":2003,"lang":"en","type":"article","venue":"Women s Studies International Forum","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":65,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia; Simon Fraser University; York University","funders":"","keywords":"Girl; Equity (law); Gender equity; Gender studies; Identity (music); Sociology; Intervention (counseling); Psychology; Public relations; Political science; Developmental psychology; Law","score_opus":0.04611808066597493,"score_gpt":0.4175189336801498,"score_spread":0.37140085301417486,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2003291933","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9039838,0.00060745626,0.0016575814,0.016848931,0.0002410078,0.000021540878,0.000030818737,0.000031053347,0.07657785],"genre_scores_gemma":[0.9965994,0.00008696198,0.000092277136,0.00052413513,0.000029521372,0.000012518938,0.0000066111816,0.000021403604,0.0026273073],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99123454,0.0066973534,0.00016925391,0.00047429,0.0006734084,0.00075120584],"domain_scores_gemma":[0.99037266,0.0062579885,0.0010327558,0.0004351001,0.00052335224,0.0013780829],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007529396,0.000533934,0.0005273072,0.00199559,0.02253839,0.014956911,0.0012679743,0.002881699,0.004477878],"category_scores_gemma":[0.01142814,0.00039365815,0.0002646627,0.0013458893,0.024466021,0.007458356,0.008289187,0.0057899854,0.00036085673],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000040493444,0.000029901734,0.0034907598,0.000019173773,0.000004093044,0.00013321197,0.96084344,0.000021133796,0.00035739923,0.03133076,0.0010162828,0.0027132048],"study_design_scores_gemma":[0.0000067508768,0.00002691509,0.003393085,0.00006235267,0.000008413934,0.00013743338,0.9730601,0.00011594582,0.00039237432,0.003095203,0.019690333,0.000011066301],"about_ca_topic_score_codex":0.01107381,"about_ca_topic_score_gemma":0.011838541,"teacher_disagreement_score":0.02253839,"about_ca_system_score_codex":0.0036874325,"about_ca_system_score_gemma":0.0034285188,"threshold_uncertainty_score":0.039819717},"labels":[],"label_agreement":null},{"id":"W2008586272","doi":"10.1145/1506409.1506417","title":"Economic and business dimensionsIncreasing gender diversity in the IT work force","year":2009,"lang":"en","type":"article","venue":"Communications of the ACM","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"National Science Foundation","keywords":"Work (physics); Diversity (politics); Gender diversity; Work force; Computer science; Management; Political science; Economics; Engineering; Mechanical engineering","score_opus":0.10673449986774075,"score_gpt":0.3463382013927801,"score_spread":0.23960370152503935,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2008586272","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6793218,0.002739104,0.00095009874,0.06276878,0.00040984087,0.000030489759,0.0001269296,0.000013110643,0.25363976],"genre_scores_gemma":[0.99391574,0.0003732535,0.000106103376,0.0019977714,0.00012360953,0.000012442708,0.0000151548165,0.000004714898,0.0034513492],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9953564,0.0024586439,0.00007672,0.00020509634,0.0006744079,0.0012286666],"domain_scores_gemma":[0.9940654,0.0021800655,0.00070662424,0.00017435443,0.0005277467,0.0023458956],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034118514,0.00017590082,0.00019983885,0.0013663098,0.005674477,0.004843228,0.00046696735,0.0013845257,0.01644954],"category_scores_gemma":[0.007921646,0.00016058118,0.00022857903,0.0012148728,0.0057855984,0.0032697779,0.004034911,0.0014237073,0.0005801257],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004780619,0.0010230307,0.31281757,0.0003366108,0.0000976383,0.0011138681,0.14899953,0.0003032525,0.0029465647,0.32174432,0.03350665,0.17663299],"study_design_scores_gemma":[0.00008938128,0.00033780417,0.4211148,0.0005543225,0.00005394019,0.0009869628,0.29135433,0.00032472602,0.0008138356,0.084798284,0.19951029,0.00006131204],"about_ca_topic_score_codex":0.005112194,"about_ca_topic_score_gemma":0.012629235,"teacher_disagreement_score":0.01644954,"about_ca_system_score_codex":0.0021622994,"about_ca_system_score_gemma":0.002841153,"threshold_uncertainty_score":0.055029213},"labels":[],"label_agreement":null},{"id":"W2008884929","doi":"10.1111/j.1755-618x.2005.tb00842.x","title":"Usages d'lnternet selon le genre et I‘âge: une double différenciation*","year":2008,"lang":"fr","type":"article","venue":"Canadian Review of Sociology/Revue canadienne de sociologie","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Laurentian University","funders":"","keywords":"Humanities; The Internet; Sociology; Art; Computer science; World Wide Web","score_opus":0.08996530315445543,"score_gpt":0.32080389132158743,"score_spread":0.230838588167132,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2008884929","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96660197,0.0054849656,0.0011603609,0.0025864756,0.00016387063,0.000020787098,0.00045576098,0.000013103545,0.023512688],"genre_scores_gemma":[0.9925599,0.0016012221,0.00042781347,0.0003820968,0.0001427462,0.000026967335,0.00014361231,0.000023254877,0.004692584],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9958961,0.0018682481,0.00039005477,0.0004928167,0.0010381581,0.0003146196],"domain_scores_gemma":[0.9844582,0.008859573,0.0028251458,0.00078732346,0.0024123525,0.000657321],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0051148213,0.00019581598,0.00034197135,0.0026209946,0.0006411698,0.0027492559,0.00052415323,0.0005778477,0.0046244278],"category_scores_gemma":[0.012915188,0.00016482623,0.00022627573,0.0027959198,0.0018542381,0.0038685605,0.0021143216,0.00066892384,0.0007806947],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023667175,0.00007284797,0.5123063,0.00037703846,0.00008434362,0.00045155984,0.32702634,0.000053189073,0.0023677493,0.016137324,0.0034651612,0.13742146],"study_design_scores_gemma":[0.000006453214,0.00015624063,0.8120391,0.0005059185,0.000052604268,0.0008100322,0.12865856,0.00018471673,0.0009367539,0.0026820118,0.053894196,0.00007344595],"about_ca_topic_score_codex":0.0040764594,"about_ca_topic_score_gemma":0.006475268,"teacher_disagreement_score":0.9959235,"about_ca_system_score_codex":0.0006217083,"about_ca_system_score_gemma":0.00036617252,"threshold_uncertainty_score":0.027050078},"labels":[],"label_agreement":null},{"id":"W2008940264","doi":"10.1145/543812.543827","title":"'Virtual family'","year":2002,"lang":"en","type":"article","venue":"ACM SIGCSE Bulletin","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Outreach; Pair programming; Swift; Context (archaeology); Computer science; Multimedia; Java; Game programming; Software; World Wide Web; Software development; Game design; Game Developer; Game design document; Programming language","score_opus":0.04750945994368008,"score_gpt":0.2904381813819193,"score_spread":0.2429287214382392,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2008940264","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.04371915,0.0058894344,0.051485356,0.020194266,0.005136613,0.00017733724,0.00037257135,0.00170707,0.8713181],"genre_scores_gemma":[0.41430762,0.0047844606,0.029082991,0.011206795,0.0006604885,0.00040730223,0.00044467265,0.00093694794,0.5381687],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9985031,0.0007606108,0.000033106797,0.00016203917,0.00026935217,0.0002718453],"domain_scores_gemma":[0.9988116,0.00023128727,0.00009244449,0.00015067586,0.00012415362,0.0005898894],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015941801,0.00061519945,0.00022010064,0.00071232585,0.00509812,0.0034966166,0.0012184022,0.0015812509,0.049774237],"category_scores_gemma":[0.003157398,0.00021789942,0.00036956076,0.0004793429,0.0033355386,0.0054864013,0.006060813,0.0014959096,0.008368467],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007406878,0.00013660804,0.0024302844,0.00016695057,0.000008996847,0.0010157856,0.039949153,0.00020652411,0.00078109786,0.42171267,0.2818634,0.25165448],"study_design_scores_gemma":[0.000003599871,0.00004097453,0.0003191655,0.00007369959,0.0000019598083,0.00097125507,0.0041668834,0.000060766655,0.000116854106,0.0059291935,0.9883046,0.000010992863],"about_ca_topic_score_codex":0.0034176414,"about_ca_topic_score_gemma":0.0052764914,"teacher_disagreement_score":0.049774237,"about_ca_system_score_codex":0.0014824668,"about_ca_system_score_gemma":0.001436034,"threshold_uncertainty_score":0.16651136},"labels":[],"label_agreement":null},{"id":"W2010664765","doi":"10.1145/820127.820188","title":"Gender and information technology","year":2002,"lang":"en","type":"article","venue":"ACM SIGCSE Bulletin","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":44,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Toronto Metropolitan University","funders":"","keywords":"Discipline; Variety (cybernetics); Government (linguistics); Information technology; Public relations; Matching (statistics); Sociology; Convergence (economics); Engineering ethics; Political science; Social science; Engineering; Law; Economic growth; Computer science; Economics; Medicine","score_opus":0.0257160157195255,"score_gpt":0.2687064808119452,"score_spread":0.2429904650924197,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2010664765","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.15035076,0.04640504,0.0070517696,0.05681888,0.0016956832,0.00005638182,0.00025506385,0.000052285784,0.73731416],"genre_scores_gemma":[0.9578314,0.012332764,0.0008659298,0.004256949,0.0004836694,0.000052438292,0.0000588931,0.000027272788,0.024090642],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99545443,0.0027566054,0.00012624542,0.00035967506,0.0006244558,0.00067856285],"domain_scores_gemma":[0.9927907,0.004656771,0.000932358,0.00024163458,0.00044751776,0.0009309897],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0037431438,0.00041320696,0.00043391908,0.002257264,0.003656148,0.0071033393,0.0005500645,0.001286325,0.012673097],"category_scores_gemma":[0.0089596575,0.00012257368,0.0002806979,0.0027592804,0.010555174,0.0051092,0.004123751,0.0012749746,0.0009888686],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005091366,0.000039170696,0.0077216034,0.00015104322,0.000013782294,0.00028590264,0.06768871,0.000102201826,0.00019462424,0.87515974,0.0060818805,0.042510595],"study_design_scores_gemma":[0.00002128043,0.000145015,0.015331233,0.0009890376,0.000026254502,0.0013911506,0.10377763,0.00016666947,0.00037715826,0.33523792,0.5424912,0.000045385696],"about_ca_topic_score_codex":0.0024756582,"about_ca_topic_score_gemma":0.00175549,"teacher_disagreement_score":0.99634385,"about_ca_system_score_codex":0.0026556854,"about_ca_system_score_gemma":0.001636282,"threshold_uncertainty_score":0.04239577},"labels":[],"label_agreement":null},{"id":"W2017642998","doi":"10.1177/0894439303256536","title":"Beyond the Digital Divide in Canadian Schools","year":2003,"lang":"en","type":"article","venue":"Social Science Computer Review","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":56,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Dalhousie University; Acadia University","funders":"","keywords":"Digital divide; Information and Communications Technology; Socioeconomic status; Physical access; Rural area; Access to information; Psychology; Sociology; Information access; Political science; Computer science; Demography; Library science; World Wide Web; Population","score_opus":0.026418183736210483,"score_gpt":0.3392857870065668,"score_spread":0.31286760327035634,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2017642998","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6464612,0.02477568,0.000602335,0.021467764,0.0002533985,0.000062738945,0.0010119781,0.000050054117,0.30531478],"genre_scores_gemma":[0.98613316,0.0042775003,0.00022287051,0.00061326055,0.000020127847,0.0000066552197,0.000111533125,0.000008767934,0.008606071],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9963917,0.00029529736,0.000073950614,0.00026000274,0.0017065541,0.001272475],"domain_scores_gemma":[0.99674726,0.0003565773,0.00037040852,0.00009411738,0.0014531069,0.000978559],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001757039,0.00021989424,0.00037357793,0.004805826,0.012123059,0.006370038,0.00075978605,0.0006056542,0.005572194],"category_scores_gemma":[0.0042681354,0.00014947138,0.00029117233,0.010053318,0.004243811,0.0018642837,0.0023565523,0.0007462196,0.00017391256],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017948367,0.0000880831,0.2069054,0.00076523004,0.00005245281,0.0012124412,0.16558619,0.0007563902,0.0007126082,0.2650813,0.031854346,0.32680613],"study_design_scores_gemma":[0.000017430199,0.000047361897,0.34762564,0.0008787182,0.000070110116,0.0003028834,0.17549816,0.00043968225,0.00043663062,0.010334103,0.46428174,0.00006755322],"about_ca_topic_score_codex":0.9899366,"about_ca_topic_score_gemma":0.99555296,"teacher_disagreement_score":0.93540156,"about_ca_system_score_codex":0.06459846,"about_ca_system_score_gemma":0.11529767,"threshold_uncertainty_score":0.46869683},"labels":[],"label_agreement":null},{"id":"W2019120013","doi":"10.1177/0022487103255499","title":"Toward a Theory of Negativity","year":2003,"lang":"en","type":"article","venue":"Journal of Teacher Education","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":65,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Canadian Centre for Policy Alternatives","funders":"","keywords":"Ideology; Sanctions; Negativity effect; Power (physics); Faith; Information and Communications Technology; Public relations; Sociology; Political science; Pedagogy; Social psychology; Psychology; Politics; Epistemology; Law","score_opus":0.05078135480262601,"score_gpt":0.3608971386250951,"score_spread":0.31011578382246907,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2019120013","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.025188986,0.0062557925,0.123311155,0.05800741,0.0009109714,0.00009965824,0.000094071416,0.00010576723,0.78602624],"genre_scores_gemma":[0.92620283,0.0031057636,0.02537966,0.008206409,0.0007690373,0.00046784716,0.00007038508,0.00016929877,0.035628706],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9913243,0.0061550364,0.00017416241,0.00085521844,0.001009997,0.00048122008],"domain_scores_gemma":[0.99252445,0.0050877975,0.0005064464,0.00069150573,0.0008930214,0.00029675983],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008001722,0.00069445535,0.00074725674,0.002024099,0.0048486846,0.010622832,0.0018219765,0.0031761006,0.0061261565],"category_scores_gemma":[0.0076306965,0.00043678842,0.0009791235,0.001315277,0.064785875,0.015298292,0.005217152,0.0063143647,0.0010566661],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000002004963,0.0000027956355,0.000070847855,0.000009399892,0.0000011725157,0.00001791545,0.0016197468,0.00005361701,0.000016332704,0.9971181,0.00038661482,0.0007013811],"study_design_scores_gemma":[0.000005185828,0.0000050317735,0.000067774294,0.00003442327,0.0000018037586,0.00003903,0.0012541941,0.00021075069,0.000036949623,0.97584015,0.022501098,0.0000035095293],"about_ca_topic_score_codex":0.0022205052,"about_ca_topic_score_gemma":0.0016566844,"teacher_disagreement_score":0.010622832,"about_ca_system_score_codex":0.0069390982,"about_ca_system_score_gemma":0.003619986,"threshold_uncertainty_score":0.05034691},"labels":[],"label_agreement":null},{"id":"W2027224567","doi":"10.1109/mtas.2005.1407740","title":"Technology and the dream: reflections on the black experience at MIT, 1941-1999 - Book review","year":2005,"lang":"en","type":"article","venue":"IEEE Technology and Society Magazine","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of New Brunswick","funders":"","keywords":"Dream; Art history; Art; Psychology","score_opus":0.025751393133750366,"score_gpt":0.3332601357278787,"score_spread":0.30750874259412836,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2027224567","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.011911741,0.7272366,0.00043279392,0.07719881,0.004097925,0.000017088738,0.00006560861,0.000027555994,0.17901193],"genre_scores_gemma":[0.10697959,0.4504899,0.0004006447,0.010743565,0.0020409382,0.00005678298,0.00005569362,0.00012330509,0.42910957],"study_design_codex":"not_applicable","study_design_gemma":"qualitative","domain_scores_codex":[0.9994324,0.0002093255,0.000023159253,0.00006499907,0.00016995987,0.0001001729],"domain_scores_gemma":[0.99859387,0.0009183168,0.000119941455,0.000028446728,0.00019636312,0.00014293243],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0019376313,0.00050055055,0.0007011961,0.0017890672,0.007998014,0.0072957776,0.00074420945,0.0028550497,0.015867513],"category_scores_gemma":[0.0026335309,0.0003550505,0.00021225358,0.0031438624,0.004726052,0.0073487055,0.002850357,0.0034544147,0.0029294745],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006379019,0.00005991797,0.0006140809,0.001086387,0.00001548494,0.00058983517,0.09973124,0.00012771387,0.00043187453,0.26814443,0.46995324,0.15918209],"study_design_scores_gemma":[0.0000010982263,0.000009026827,0.00041788694,0.00038049076,0.000003132879,0.00014800254,0.008290236,0.0000073033602,0.0000840047,0.0015906706,0.98906356,0.0000046232467],"about_ca_topic_score_codex":0.028815275,"about_ca_topic_score_gemma":0.088043846,"teacher_disagreement_score":0.992002,"about_ca_system_score_codex":0.0069595003,"about_ca_system_score_gemma":0.0048361085,"threshold_uncertainty_score":0.057295084},"labels":[],"label_agreement":null},{"id":"W2031959733","doi":"10.1177/000494410805200106","title":"Effects of Technology and Male Teachers on Boys' Reading","year":2008,"lang":"en","type":"article","venue":"Australian Journal of Education","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":35,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary; University of Alberta; University of Winnipeg","funders":"","keywords":"Reading (process); Psychology; Mathematics education; Perception; Developmental psychology; Pedagogy","score_opus":0.024307558291508824,"score_gpt":0.33151476939109126,"score_spread":0.30720721109958243,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2031959733","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9935154,0.0004357945,0.00011445272,0.0001829893,0.000021223965,0.000008692422,0.000049202034,0.00001560998,0.005656648],"genre_scores_gemma":[0.99515706,0.00023019743,0.00013795358,0.000042559997,0.00001795672,0.000020424462,0.000022308,0.000014347865,0.00435726],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99767154,0.0012069079,0.00010619589,0.00027510728,0.0004775724,0.00026263113],"domain_scores_gemma":[0.98572725,0.009947856,0.0021450901,0.000364456,0.0005717235,0.0012436884],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012093403,0.0004769353,0.0005346342,0.0006935919,0.0011053598,0.0013614175,0.00043376334,0.00055048807,0.017655972],"category_scores_gemma":[0.009724764,0.00031645288,0.00041611292,0.00035183888,0.0009025791,0.000628627,0.0009858923,0.00083181355,0.0010322699],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.011390866,0.005498243,0.6890328,0.0008093529,0.000444744,0.0056153825,0.09134531,0.0011350838,0.05878181,0.00402416,0.0017258399,0.13019633],"study_design_scores_gemma":[0.00014322733,0.0075491844,0.946713,0.00017996969,0.00028704054,0.0011167196,0.025583226,0.00031266635,0.011083484,0.0004467417,0.006535406,0.000049271363],"about_ca_topic_score_codex":0.0030208533,"about_ca_topic_score_gemma":0.0052143075,"teacher_disagreement_score":0.017655972,"about_ca_system_score_codex":0.0007146758,"about_ca_system_score_gemma":0.00044333466,"threshold_uncertainty_score":0.059065104},"labels":[],"label_agreement":null},{"id":"W2032072590","doi":"10.1016/j.acalib.2014.03.011","title":"Re-framing Librarians' Identities and Assumptions around IT","year":2014,"lang":"en","type":"article","venue":"The Journal of Academic Librarianship","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Framing (construction); Stereotype (UML); Stereotype threat; Point (geometry); Sociology; Psychology; Social psychology","score_opus":0.05893501922064356,"score_gpt":0.3269826984606908,"score_spread":0.26804767924004724,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2032072590","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.25456712,0.007999943,0.03296857,0.2957506,0.0031834843,0.00011208408,0.00011494481,0.00024399578,0.40505925],"genre_scores_gemma":[0.9711539,0.001146858,0.0019758383,0.011404236,0.00044306446,0.000046481513,0.00003973068,0.00016258615,0.01362735],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.917154,0.06145981,0.0030110024,0.003186499,0.010091358,0.0050972872],"domain_scores_gemma":[0.8893902,0.073140934,0.0061814818,0.009318133,0.015104698,0.0068645966],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.06480877,0.00082047057,0.0009382461,0.010507677,0.032397974,0.054955736,0.0035170421,0.008725086,0.006930911],"category_scores_gemma":[0.06984502,0.000954789,0.0007657843,0.0074382625,0.0751831,0.04146429,0.026908422,0.014986931,0.0021345182],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008244793,0.000032277407,0.0020123355,0.00011651321,0.000021293228,0.00022540345,0.5604779,0.000076315526,0.00027042584,0.41207054,0.008695288,0.015919246],"study_design_scores_gemma":[0.000026486476,0.00003687087,0.0016130027,0.00066639757,0.000051167248,0.0002597309,0.5791406,0.00024832552,0.0010518365,0.16549271,0.2513525,0.00006042427],"about_ca_topic_score_codex":0.012027822,"about_ca_topic_score_gemma":0.009570489,"teacher_disagreement_score":0.06480877,"about_ca_system_score_codex":0.01991721,"about_ca_system_score_gemma":0.018937642,"threshold_uncertainty_score":0.34274566},"labels":[],"label_agreement":null},{"id":"W2032217711","doi":"10.1145/2676723.2677296","title":"Are Females Disinclined to Tinker in Computer Science?","year":2015,"lang":"en","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":28,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Tinker; Context (archaeology); Computer science; Meaning (existential); Domain (mathematical analysis); Software; Mathematics education; Work (physics); Data science; Human–computer interaction; Psychology; Engineering; Sociology; Mathematics","score_opus":0.13527204157234604,"score_gpt":0.40763611180637904,"score_spread":0.272364070234033,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2032217711","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9936978,0.0007704256,0.00012622688,0.001877994,0.00006787314,0.0000069529274,0.00003571983,0.0000060084944,0.0034109694],"genre_scores_gemma":[0.99767643,0.0006479991,0.000052672003,0.0004993793,0.000028954179,0.000007995797,0.00003288895,0.0000056655176,0.001048186],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9984549,0.00041856,0.00008253596,0.0001809082,0.00042410454,0.00043901728],"domain_scores_gemma":[0.9931678,0.0017601455,0.0029188525,0.00018353865,0.0005964694,0.0013731428],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.002000421,0.0002119496,0.00040483405,0.0010099924,0.0015139478,0.002220071,0.00045652603,0.000837514,0.0046016304],"category_scores_gemma":[0.01481028,0.00035264244,0.0002463984,0.00088816753,0.0019316219,0.0018411943,0.00108385,0.0009178066,0.0009214697],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001855712,0.00018168002,0.85496503,0.000099830715,0.000028330911,0.0011209331,0.083766215,0.000032213997,0.001532793,0.0009728337,0.0022666287,0.05484795],"study_design_scores_gemma":[0.000011508167,0.00023602364,0.7089582,0.00018986747,0.000023196531,0.0030420052,0.27425843,0.00009545853,0.00034454837,0.0007429494,0.012064282,0.000033618468],"about_ca_topic_score_codex":0.0073460285,"about_ca_topic_score_gemma":0.01060504,"teacher_disagreement_score":0.99848604,"about_ca_system_score_codex":0.0006357748,"about_ca_system_score_gemma":0.0008162911,"threshold_uncertainty_score":0.015393972},"labels":[],"label_agreement":null},{"id":"W2035094573","doi":"10.1016/j.compedu.2008.02.003","title":"Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration","year":2008,"lang":"en","type":"article","venue":"Computers & Education","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":564,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University; University of Windsor; Chrysler (Canada); Brock University; Wilfrid Laurier University","funders":"","keywords":"Mathematics education; Variance (accounting); Sample (material); School teachers; Linear discriminant analysis; Computer science; Psychology; Artificial intelligence","score_opus":0.04434641394162767,"score_gpt":0.3120764076499481,"score_spread":0.2677299937083204,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2035094573","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99968135,0.000012424295,0.000059720336,0.000019347719,0.0000020663915,0.000005485718,0.000022024806,0.0000012074347,0.00019640588],"genre_scores_gemma":[0.9996406,0.000010309607,0.000096670556,0.000008180029,0.0000018486487,0.000010882679,0.00006991311,0.0000016362118,0.00015992377],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991333,0.00022769101,0.00009790534,0.00012734531,0.00014504675,0.0002687265],"domain_scores_gemma":[0.9911692,0.0035557589,0.00258448,0.00042540365,0.00084051664,0.0014245794],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013743391,0.0004083229,0.00042809843,0.0014880259,0.00084857794,0.0013878577,0.0005187888,0.0009553523,0.002778879],"category_scores_gemma":[0.010514178,0.0002978741,0.0003432712,0.00090804877,0.0007407816,0.0009116091,0.0013949868,0.00079508073,0.0005796147],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016210115,0.00020170178,0.993252,0.000008307073,0.000010258776,0.000050201703,0.0018346199,0.000033172375,0.0005271595,0.00010198418,0.00009498504,0.003723531],"study_design_scores_gemma":[0.000022913731,0.00017033864,0.98653865,0.000019246998,0.000022143275,0.00018362576,0.0116809225,0.00046426093,0.00040875425,0.00019432828,0.000287994,0.000006815117],"about_ca_topic_score_codex":0.0034256966,"about_ca_topic_score_gemma":0.0066141486,"teacher_disagreement_score":0.0034256966,"about_ca_system_score_codex":0.0004540938,"about_ca_system_score_gemma":0.0010299638,"threshold_uncertainty_score":0.009296298},"labels":[],"label_agreement":null},{"id":"W2035959000","doi":"10.4018/jicthd.2010100103","title":"Examining the “Digital Divide”","year":2010,"lang":"en","type":"article","venue":"International Journal of Information Communication Technologies and Human Development","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Appropriation; ICTS; Sociology; Digital divide; Pedagogy; Service (business); Epistemology; Computer science; Information and Communications Technology; World Wide Web","score_opus":0.03427807146548228,"score_gpt":0.3130185255597312,"score_spread":0.2787404540942489,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2035959000","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.81613153,0.0054829842,0.0050265775,0.021652894,0.00021186085,0.000042043306,0.000035247023,0.0000148048275,0.15140209],"genre_scores_gemma":[0.9947202,0.0010963496,0.0004449047,0.00061475683,0.000031618423,0.000021394972,0.000010670765,0.0000070333986,0.0030529934],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9967169,0.0019722895,0.00006734533,0.00021601454,0.00047712543,0.00055022066],"domain_scores_gemma":[0.99548846,0.003225196,0.0004892814,0.00018672776,0.00024454994,0.00036571306],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0040528574,0.0002457886,0.00032406676,0.0022419996,0.008289293,0.007776308,0.00074615696,0.0014817372,0.004881337],"category_scores_gemma":[0.007993896,0.0001724357,0.00019980874,0.0021067967,0.017042456,0.014472439,0.012646198,0.0029077923,0.00020681789],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000036114307,0.000048893886,0.007884766,0.00013619548,0.00000569417,0.00044880479,0.738292,0.00008369629,0.00052563875,0.20442721,0.0019055711,0.04620547],"study_design_scores_gemma":[0.000004597785,0.000031335592,0.0043978887,0.00020607818,0.0000036281328,0.00027357036,0.89152133,0.000100735306,0.0002363656,0.025842907,0.07737447,0.0000071197633],"about_ca_topic_score_codex":0.0032757167,"about_ca_topic_score_gemma":0.004683136,"teacher_disagreement_score":0.008289293,"about_ca_system_score_codex":0.003906816,"about_ca_system_score_gemma":0.002663578,"threshold_uncertainty_score":0.028346062},"labels":[],"label_agreement":null},{"id":"W2043660308","doi":"10.1177/019263650008461809","title":"Bridging the Gender Gap in High-Technology Education","year":2000,"lang":"en","type":"article","venue":"NASSP Bulletin","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Earl Haig Secondary School; University of Ottawa","funders":"","keywords":"Bridging (networking); Gender gap; Workforce; Mathematics education; Medical education; Psychology; Demographic economics; Economic growth; Medicine; Economics; Computer science","score_opus":0.01843233741842443,"score_gpt":0.299694714835053,"score_spread":0.2812623774166286,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2043660308","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.94455034,0.003264706,0.0007389355,0.011814272,0.00024684786,0.00002232026,0.00017645846,0.000011142174,0.03917511],"genre_scores_gemma":[0.9947325,0.00068375986,0.0001432245,0.0008227822,0.000044653843,0.00001538483,0.00004070838,0.000005200391,0.0035117378],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99899226,0.00033358857,0.000022163682,0.000106158746,0.0002222889,0.0003234682],"domain_scores_gemma":[0.99689025,0.001336767,0.00043535433,0.00006380218,0.0003780491,0.0008958758],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024225046,0.00013614132,0.00023253179,0.0009824352,0.0016071788,0.0015145276,0.0004212421,0.0005407051,0.012636093],"category_scores_gemma":[0.006709194,0.000105969215,0.00014931752,0.0008109099,0.0011310757,0.0018303354,0.0021624712,0.0006331637,0.00060650735],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00059496117,0.00070494146,0.5391057,0.00029747168,0.00003385394,0.001045952,0.067245975,0.00020173176,0.0024363506,0.060461424,0.018078608,0.30979303],"study_design_scores_gemma":[0.000047713715,0.0004849675,0.7773858,0.00065911777,0.000034468194,0.0005444208,0.12533136,0.00039745946,0.0012068647,0.022942843,0.07093229,0.000032631153],"about_ca_topic_score_codex":0.012938169,"about_ca_topic_score_gemma":0.03456461,"teacher_disagreement_score":0.012938169,"about_ca_system_score_codex":0.0012940863,"about_ca_system_score_gemma":0.0025606307,"threshold_uncertainty_score":0.04227197},"labels":[],"label_agreement":null},{"id":"W2045193587","doi":"10.1145/2247569.2247574","title":"Try/CATCH - a CS outreach event organized by female university students for female high school students","year":2012,"lang":"en","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Outreach; Event (particle physics); Perception; Mathematics education; Graduate students; Computer science; Medical education; Psychology; Pedagogy; Medicine; Political science; Physics","score_opus":0.024894248693916876,"score_gpt":0.352460578227578,"score_spread":0.3275663295336611,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2045193587","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9309814,0.0002055035,0.0038875083,0.002416227,0.0009746281,0.0015008154,0.0015771324,0.0011462601,0.05731044],"genre_scores_gemma":[0.9381167,0.00020259549,0.0057138335,0.00091948535,0.0008025931,0.0011714972,0.001402437,0.0002802641,0.051390555],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9994785,0.00012874695,0.000010761956,0.00007313135,0.00008479292,0.00022412684],"domain_scores_gemma":[0.9963247,0.0005712799,0.00014003595,0.00019463009,0.00015150596,0.002617767],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00088162126,0.00090171903,0.00037443117,0.00064463104,0.0053815553,0.0013490411,0.00080167135,0.0013154015,0.028235914],"category_scores_gemma":[0.0020866313,0.00032970292,0.0004839058,0.00044862297,0.0010480373,0.000651678,0.00397147,0.001992248,0.0030309372],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0066039735,0.010078538,0.082970254,0.0018218366,0.00021057785,0.009881702,0.10203297,0.001738042,0.085961066,0.008215231,0.3977311,0.2927547],"study_design_scores_gemma":[0.00048243036,0.006483043,0.23608582,0.0002549433,0.00008473055,0.0026382944,0.115820944,0.0017201026,0.021877188,0.0021651185,0.61209774,0.0002896279],"about_ca_topic_score_codex":0.0015137042,"about_ca_topic_score_gemma":0.008902422,"teacher_disagreement_score":0.028235914,"about_ca_system_score_codex":0.0008739488,"about_ca_system_score_gemma":0.0011296258,"threshold_uncertainty_score":0.09445852},"labels":[],"label_agreement":null},{"id":"W2050370635","doi":"10.5430/wjel.v1n2p17","title":"ICT Use in EFL Classes: A Focus on EFL Teachers’ Characteristics","year":2011,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":74,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Information and Communications Technology; Computer literacy; Scale (ratio); Mathematics education; Psychology; Literacy; Rating scale; English as a foreign language; Anxiety; Computer science; Medical education; Pedagogy; Medicine; Developmental psychology","score_opus":0.03502311788674551,"score_gpt":0.29978772256684827,"score_spread":0.26476460468010277,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2050370635","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99952054,0.00005758431,0.000020568988,0.000030243364,0.000001214167,0.0000025820939,0.000024436622,0.0000010829099,0.00034171075],"genre_scores_gemma":[0.99953234,0.00004986979,0.000023756686,0.000017324945,0.0000032092853,0.0000061065302,0.000036390407,0.0000012491374,0.00032969387],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995472,0.00008220771,0.000052703424,0.0000701066,0.00012332934,0.00012452311],"domain_scores_gemma":[0.99653447,0.0011264136,0.0012772655,0.000080905476,0.00037543123,0.0006055424],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005124325,0.00014194092,0.00029699557,0.0012614098,0.0005272472,0.0007068174,0.00017191692,0.0002752634,0.0022156865],"category_scores_gemma":[0.002984944,0.00012780646,0.00021700497,0.0008263383,0.00038571982,0.0006764943,0.0006045117,0.00038470185,0.0003457649],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000045663877,0.00016540941,0.98580396,0.000026515296,0.000008494541,0.0001922248,0.006571947,0.000017454118,0.0007422413,0.000025089195,0.00008358066,0.006317456],"study_design_scores_gemma":[0.0000016522976,0.00006323659,0.99381965,0.0000072664984,0.000003449041,0.00017182947,0.005487032,0.00003113954,0.00010306873,0.000009753321,0.00029856994,0.00000331385],"about_ca_topic_score_codex":0.003809402,"about_ca_topic_score_gemma":0.0067278473,"teacher_disagreement_score":0.003809402,"about_ca_system_score_codex":0.00041861067,"about_ca_system_score_gemma":0.00036825,"threshold_uncertainty_score":0.007574439},"labels":[],"label_agreement":null},{"id":"W2052215499","doi":"10.1080/15391523.2006.10782466","title":"Evaluating Strategies Used To Incorporate Technology Into Preservice Education","year":2006,"lang":"en","type":"article","venue":"Journal of Research on Technology in Education","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":482,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Ontario Tech University","funders":"","keywords":"Computer science; Technology integration; Mathematics education; Teacher education; Teacher preparation; Key (lock); Educational technology; Field (mathematics); Psychology; Medical education; Pedagogy; Medicine","score_opus":0.12415573865801327,"score_gpt":0.5457766157105721,"score_spread":0.42162087705255885,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2052215499","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.91573614,0.055145543,0.010469734,0.0010229358,0.00028589484,0.003660906,0.00010853477,0.00011396225,0.013456328],"genre_scores_gemma":[0.83612007,0.08249489,0.07389048,0.00094075425,0.00010824365,0.003811796,0.00024591575,0.000061797306,0.002326072],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.97332823,0.015527677,0.0031371345,0.000849855,0.0064389156,0.0007182215],"domain_scores_gemma":[0.8390304,0.13188036,0.010144941,0.0016810318,0.0155890975,0.0016742242],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.025579583,0.00095876673,0.0016331566,0.007611976,0.0010715817,0.0046546306,0.0014376794,0.0013020644,0.0017378499],"category_scores_gemma":[0.09846837,0.00042952507,0.0008285128,0.004775247,0.00080166716,0.0032608667,0.0019381065,0.0007347759,0.0004797877],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004968579,0.0017788892,0.035716448,0.01710812,0.00057373184,0.0003928452,0.02125247,0.00034483895,0.0043928325,0.0010207968,0.0012130184,0.91570914],"study_design_scores_gemma":[0.0018956466,0.043738116,0.35362965,0.057538155,0.015884362,0.0029570085,0.3203419,0.0038880452,0.080359824,0.006200781,0.11283311,0.0007333258],"about_ca_topic_score_codex":0.0012394511,"about_ca_topic_score_gemma":0.0054159206,"teacher_disagreement_score":0.025579583,"about_ca_system_score_codex":0.002341208,"about_ca_system_score_gemma":0.0066841487,"threshold_uncertainty_score":0.13527942},"labels":[],"label_agreement":null},{"id":"W2053512276","doi":"10.1145/1750888.1750893","title":"Attitudes of sixth form female students toward the IT field","year":2010,"lang":"en","type":"article","venue":"ACM SIGCAS Computers and Society","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Field (mathematics); Phenomenon; Psychology; Qualitative research; Work (physics); Mathematics education; Medical education; Public relations; Social science; Political science; Sociology; Engineering; Medicine; Mathematics; Epistemology","score_opus":0.0345952292560253,"score_gpt":0.3596465828476622,"score_spread":0.3250513535916369,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2053512276","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9969688,0.00013478105,0.0000734794,0.0005140686,0.000032490723,0.000022842602,0.000045714383,0.000004249497,0.0022037],"genre_scores_gemma":[0.99349517,0.00028336392,0.000076203185,0.00046950803,0.000022551883,0.000030257437,0.000039369763,0.0000055144105,0.005578104],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99816835,0.00044721185,0.00009883896,0.00014063438,0.000540393,0.0006046049],"domain_scores_gemma":[0.99249846,0.0011020515,0.0017759742,0.00020063361,0.000994478,0.003428349],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025347678,0.0003958715,0.0006397238,0.0015007564,0.0020534815,0.004199874,0.00033974912,0.0013338444,0.009271113],"category_scores_gemma":[0.0054989327,0.00037187382,0.00050454296,0.0006992755,0.0015182884,0.0010841179,0.0016028382,0.0014447819,0.002615042],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00035378145,0.00089238014,0.8110409,0.00016846393,0.000025651756,0.0016503485,0.14418873,0.00009430218,0.005304599,0.0010006505,0.00249864,0.032781627],"study_design_scores_gemma":[0.000029752682,0.001526686,0.4988776,0.0002299665,0.000033601704,0.0018752948,0.47285312,0.00028291572,0.0015932041,0.00025886152,0.022373097,0.00006593598],"about_ca_topic_score_codex":0.0047420794,"about_ca_topic_score_gemma":0.0048931153,"teacher_disagreement_score":0.009271113,"about_ca_system_score_codex":0.000983312,"about_ca_system_score_gemma":0.0008995082,"threshold_uncertainty_score":0.031014979},"labels":[],"label_agreement":null},{"id":"W2054673081","doi":"10.1145/1473195.1473233","title":"Girls, computer science, and games","year":2008,"lang":"en","type":"article","venue":"ACM SIGCSE Bulletin","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":36,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University","funders":"","keywords":"Usability; Computer science; Subject (documents); Computer game; Multimedia; Mathematics education; Game based learning; Science learning; Computer graphics; Video game; Video game development; Game design; Video game design; Graphics; Game Developer; Human–computer interaction; Psychology; Science education; Artificial intelligence; World Wide Web; Computer graphics (images)","score_opus":0.02727072913984487,"score_gpt":0.28611678178835664,"score_spread":0.2588460526485118,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2054673081","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.19491525,0.022648206,0.00330938,0.07498123,0.004051786,0.000092375594,0.00030857124,0.00011213728,0.699581],"genre_scores_gemma":[0.76250386,0.009780533,0.0012238503,0.014237297,0.0010467937,0.00012487857,0.00010973698,0.00017151394,0.21080159],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9987431,0.0005425001,0.000042626318,0.00017130488,0.00024333036,0.00025712157],"domain_scores_gemma":[0.99866235,0.00026704973,0.00014019165,0.00006474318,0.000094364324,0.0007712321],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014178845,0.00038157552,0.00042082928,0.00057984126,0.0034624774,0.0058847917,0.00040790913,0.0011263131,0.02782619],"category_scores_gemma":[0.0026677118,0.00017612,0.00022073367,0.00056416553,0.0027608133,0.0020565796,0.004306107,0.0027027645,0.0030474002],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00032328846,0.00066611264,0.03128435,0.00033838072,0.00006881252,0.0010551928,0.04802049,0.00014932583,0.001806656,0.5402786,0.15624681,0.2197621],"study_design_scores_gemma":[0.000044199613,0.00017275712,0.015615017,0.00035568842,0.000019501476,0.0007486278,0.029334366,0.000099878554,0.0006372558,0.04767419,0.90528244,0.000016070951],"about_ca_topic_score_codex":0.0030817473,"about_ca_topic_score_gemma":0.0059847734,"teacher_disagreement_score":0.02782619,"about_ca_system_score_codex":0.0012858803,"about_ca_system_score_gemma":0.0013816857,"threshold_uncertainty_score":0.09308785},"labels":[],"label_agreement":null},{"id":"W2056743709","doi":"10.1016/j.compedu.2010.11.008","title":"An analysis of the relationship between information and communication technology (ICT) and scientific literacy in Canada and Australia","year":2010,"lang":"en","type":"article","venue":"Computers & Education","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":191,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Queen's University","funders":"","keywords":"Information and Communications Technology; Productivity; The Internet; Workforce; Literacy; Quality (philosophy); Computer literacy; Scale (ratio); Scientific literacy; Entertainment; Psychology; Medical education; Mathematics education; Pedagogy; Political science; Computer science; Economic growth; Medicine; Science education; Geography; Economics; World Wide Web","score_opus":0.024944556413876266,"score_gpt":0.3327060148959613,"score_spread":0.307761458482085,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2056743709","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99666566,0.0002645081,0.000036789334,0.00040936412,0.000005942601,0.000014416821,0.00013045863,0.0000018641126,0.0024709264],"genre_scores_gemma":[0.9967619,0.00035019306,0.00012203766,0.00011945454,0.0000031597306,0.000012706893,0.00011260567,0.0000027482943,0.0025150331],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.998454,0.00029202967,0.00007236,0.00011612814,0.00046984985,0.0005956655],"domain_scores_gemma":[0.9931021,0.0011888368,0.0007255693,0.00006315092,0.0031083752,0.0018120361],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010048184,0.00021086034,0.0005857523,0.0026335332,0.0061637843,0.0021001156,0.0008247111,0.00046139865,0.0022905292],"category_scores_gemma":[0.0053577535,0.00027592314,0.00045221797,0.0068881963,0.001693084,0.0005900579,0.0020066136,0.0014090054,0.00014605894],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012700152,0.0001801671,0.92018795,0.00010404475,0.000066895176,0.00069372065,0.054462627,0.00019208653,0.00034999795,0.0020591817,0.0012525616,0.020323753],"study_design_scores_gemma":[0.0000042385323,0.000036433576,0.95486814,0.00004445947,0.000020714451,0.00008696029,0.042142726,0.00025846943,0.000062476574,0.0000798523,0.0023828642,0.0000126774985],"about_ca_topic_score_codex":0.9952624,"about_ca_topic_score_gemma":0.9978703,"teacher_disagreement_score":0.036912005,"about_ca_system_score_codex":0.036912005,"about_ca_system_score_gemma":0.06901377,"threshold_uncertainty_score":0.2678166},"labels":[],"label_agreement":null},{"id":"W2058831408","doi":"10.2190/vrd4-69af-wpq6-p734","title":"All-Female Classes in High School Computer Science: Positive Effects in Three Years of Data","year":2002,"lang":"en","type":"article","venue":"Journal of Educational Computing Research","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":29,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"American Association of University Women","keywords":"Psychology; Developmental psychology; Demography","score_opus":0.15122105066066735,"score_gpt":0.47683224504259186,"score_spread":0.32561119438192454,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2058831408","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99910456,0.00008975511,0.00001531656,0.00016543953,0.000018035018,0.0000067499927,0.000033448287,0.0000033202948,0.00056346535],"genre_scores_gemma":[0.99903417,0.000048352624,0.00003651052,0.00010507987,0.000014516346,0.00001166281,0.00004808522,0.0000024084147,0.000699289],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9983675,0.00062519894,0.00007100106,0.0002129243,0.00032063006,0.00040267254],"domain_scores_gemma":[0.9896568,0.0020337172,0.0022435402,0.00052679825,0.0005989727,0.0049402323],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024198063,0.00029998878,0.00041569385,0.000593155,0.0013141587,0.0011490565,0.0004637557,0.0006505536,0.0057887724],"category_scores_gemma":[0.0077086287,0.00023344591,0.0004923229,0.00039979522,0.0006425189,0.0006974376,0.0014811956,0.0010359451,0.0006576082],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0020463865,0.0022962468,0.96844125,0.000030678748,0.000065311324,0.00024352504,0.0025834197,0.000031740045,0.0017382768,0.00013331453,0.0007515707,0.021638332],"study_design_scores_gemma":[0.00002882477,0.0008442567,0.9955455,0.000009784292,0.00001922597,0.00007341972,0.0023917973,0.000032289445,0.0002594229,0.000022808163,0.00076698844,0.000005583201],"about_ca_topic_score_codex":0.005760886,"about_ca_topic_score_gemma":0.014946882,"teacher_disagreement_score":0.0057887724,"about_ca_system_score_codex":0.0005522478,"about_ca_system_score_gemma":0.000741443,"threshold_uncertainty_score":0.01936537},"labels":[],"label_agreement":null},{"id":"W2059230415","doi":"10.1080/09540250303854","title":"Women@Work: Listening to gendered relations of power in teachers' talk about new technologies","year":2003,"lang":"en","type":"article","venue":"Gender and Education","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":37,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"American Association of University Women","keywords":"Sociology; Competence (human resources); Relation (database); Active listening; Perception; Pedagogy; Power (physics); Gender studies; Psychology; Social psychology; Computer science","score_opus":0.030052893720925292,"score_gpt":0.31185244604308204,"score_spread":0.28179955232215675,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2059230415","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7204804,0.009733815,0.010297074,0.07330325,0.0019059447,0.00005606329,0.00009732166,0.00013347571,0.18399261],"genre_scores_gemma":[0.9818169,0.0014610294,0.0004987724,0.0030633563,0.00028497563,0.000047378948,0.000013638658,0.00009197068,0.01272193],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99319386,0.0053226254,0.00008737695,0.00029300136,0.00048588304,0.00061717426],"domain_scores_gemma":[0.99061465,0.007760869,0.0005745149,0.00020876802,0.00025929522,0.0005819067],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0070730182,0.0007877785,0.0005621859,0.0021050812,0.014712348,0.011498872,0.0009124416,0.0034788041,0.005423969],"category_scores_gemma":[0.011561631,0.00060905004,0.00043911504,0.0010525435,0.022211174,0.010713794,0.007724514,0.0041900636,0.0008171051],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000020415913,0.000007972723,0.000789478,0.000024249211,0.0000034463221,0.00026704464,0.9868939,0.0000119093365,0.00028978576,0.0075953347,0.0011413986,0.0029551703],"study_design_scores_gemma":[0.000009378582,0.000024600646,0.0013391305,0.00014066044,0.0000065942468,0.0003088634,0.94081515,0.000045907356,0.00029705148,0.0054065064,0.05159221,0.000013899166],"about_ca_topic_score_codex":0.0060317926,"about_ca_topic_score_gemma":0.007012141,"teacher_disagreement_score":0.014712348,"about_ca_system_score_codex":0.0030163988,"about_ca_system_score_gemma":0.0015908086,"threshold_uncertainty_score":0.037406147},"labels":[],"label_agreement":null},{"id":"W2064038958","doi":"10.1097/00024665-200401000-00006","title":"A Toolbox of Technical Supports for Nurses New to Web Learning","year":2004,"lang":"en","type":"article","venue":"CIN Computers Informatics Nursing","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa; Employment and Social Development Canada","funders":"","keywords":"Toolbox; Computer science; The Internet; Web application; Multimedia; Engineering management; World Wide Web; Engineering","score_opus":0.020685771864945125,"score_gpt":0.3458559060645385,"score_spread":0.32517013419959334,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2064038958","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.34909874,0.003978734,0.27444574,0.011947991,0.00093812647,0.0023460041,0.0006326581,0.01985634,0.3367557],"genre_scores_gemma":[0.3934118,0.0032160885,0.51403546,0.0016833552,0.00028293591,0.0020109348,0.00065024145,0.00070222054,0.08400702],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99892753,0.00049773615,0.0000768525,0.00008232694,0.00032006062,0.00009542928],"domain_scores_gemma":[0.9941387,0.0025449567,0.00047407212,0.0007334859,0.00068544026,0.0014233785],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018516514,0.00061980175,0.00021028492,0.0014577223,0.0011794221,0.0027840806,0.0013853428,0.00092673354,0.018288003],"category_scores_gemma":[0.011543222,0.00025702285,0.00034083673,0.00039906584,0.0009837877,0.0030139964,0.0034058157,0.001069376,0.0058082263],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010023751,0.0009261975,0.0049004816,0.00042719208,0.000008517839,0.00058583694,0.0072727166,0.0008460872,0.0052288654,0.013399236,0.021868657,0.944436],"study_design_scores_gemma":[0.00015414199,0.0015442986,0.018459335,0.0021530928,0.00004795893,0.0069439784,0.02226183,0.0076787253,0.011511378,0.0523286,0.8767073,0.00020932083],"about_ca_topic_score_codex":0.00042846936,"about_ca_topic_score_gemma":0.0010718687,"teacher_disagreement_score":0.018288003,"about_ca_system_score_codex":0.00053614506,"about_ca_system_score_gemma":0.003712129,"threshold_uncertainty_score":0.06117952},"labels":[],"label_agreement":null},{"id":"W2068327470","doi":"10.1080/09695940802164218","title":"Self‐assessment in a technology‐supported environment: the case of grade 9 geography","year":2008,"lang":"en","type":"article","venue":"Assessment in Education Principles Policy and Practice","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":25,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Toronto; Institute for Christian Studies","funders":"University of Toronto","keywords":"Self-efficacy; Psychology; Variance (accounting); Self-assessment; Perception; Outcome (game theory); Treatment and control groups; Applied psychology; Medical education; Mathematics education; Social psychology; Medicine; Statistics; Mathematics; Accounting","score_opus":0.040487345031156426,"score_gpt":0.4035206507773588,"score_spread":0.3630333057462024,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2068327470","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9313449,0.00016501987,0.0015415327,0.0063311094,0.000041796517,0.00004581348,0.00002881921,0.000017110939,0.060484],"genre_scores_gemma":[0.99522865,0.00007558558,0.0005323365,0.000103658065,0.0000041319695,0.000013765104,0.00000900155,0.0000054754532,0.004027361],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99730384,0.001815688,0.00007298684,0.00014156548,0.00019818323,0.00046772047],"domain_scores_gemma":[0.9955446,0.002268601,0.00034327467,0.00030986711,0.00056062615,0.000973049],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0042028306,0.00020958873,0.00028654028,0.00071263715,0.0047550374,0.0056754006,0.0010779912,0.0019424557,0.0057706498],"category_scores_gemma":[0.010400597,0.00015775092,0.0003675417,0.0006732611,0.0040753097,0.0024283158,0.0042751306,0.0016798074,0.0006065444],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015813978,0.0010182441,0.15572402,0.0001186635,0.00004680531,0.03377104,0.50296307,0.002509203,0.0007075349,0.20460778,0.009737002,0.08863849],"study_design_scores_gemma":[0.00006290393,0.00035804338,0.0848043,0.000405237,0.000051875773,0.0076041752,0.7192836,0.00703001,0.0008267655,0.056078628,0.12339909,0.00009538187],"about_ca_topic_score_codex":0.05719899,"about_ca_topic_score_gemma":0.08012958,"teacher_disagreement_score":0.05719899,"about_ca_system_score_codex":0.004231481,"about_ca_system_score_gemma":0.0039423667,"threshold_uncertainty_score":0.11373216},"labels":[],"label_agreement":null},{"id":"W2071031078","doi":"10.1145/2787622.2787725","title":"Scaling up Women in Computing Initiatives","year":2015,"lang":"en","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Leverage (statistics); Scaling; Diversity (politics); Perspective (graphical); Knowledge management; Computer science; Data science; Political science; Public relations; Mathematics; Artificial intelligence","score_opus":0.08761915578185663,"score_gpt":0.3900095734908462,"score_spread":0.30239041770898956,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2071031078","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.44778457,0.004364561,0.04770499,0.15966056,0.0015832845,0.0011837643,0.00023659824,0.00032716326,0.33715445],"genre_scores_gemma":[0.96120596,0.001123676,0.0076451264,0.015336035,0.00026694837,0.00072863564,0.000056317647,0.000120465666,0.0135167],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.96570164,0.018622374,0.0007428716,0.002775628,0.0041696946,0.007987857],"domain_scores_gemma":[0.9692721,0.013127731,0.003013669,0.0026061127,0.0027058446,0.009274574],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.038800307,0.0007239984,0.00062253926,0.0031473222,0.011725998,0.010532673,0.0024422365,0.003607368,0.012900547],"category_scores_gemma":[0.054112148,0.0006323288,0.0010028888,0.0031898892,0.011901775,0.014559478,0.038298994,0.0052900556,0.0015960019],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001521538,0.0005095469,0.042307742,0.0006370069,0.000091957976,0.0008590794,0.11296426,0.00172795,0.0034728935,0.5456844,0.018018968,0.2735741],"study_design_scores_gemma":[0.00012581686,0.000734588,0.033561748,0.0018987717,0.000103342834,0.0004234576,0.13705006,0.0014167539,0.0057857847,0.2587718,0.5600107,0.00011712097],"about_ca_topic_score_codex":0.003439233,"about_ca_topic_score_gemma":0.0062295613,"teacher_disagreement_score":0.038800307,"about_ca_system_score_codex":0.008778101,"about_ca_system_score_gemma":0.017833648,"threshold_uncertainty_score":0.20519811},"labels":[],"label_agreement":null},{"id":"W2074421292","doi":"10.1145/2493394.2493426","title":"Investigating the effects of women-in-CS initiatives","year":2013,"lang":"en","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Harm; Psychological intervention; Diversity (politics); Public relations; Plan (archaeology); Work (physics); Political science; Empirical research; Psychology; Engineering; Law; History","score_opus":0.01686207696281914,"score_gpt":0.3006175451852738,"score_spread":0.2837554682224546,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2074421292","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9672871,0.0015881639,0.0008634524,0.0035979964,0.0002586425,0.0014221627,0.00036797268,0.000022835842,0.02459177],"genre_scores_gemma":[0.99035853,0.0011874711,0.0017058521,0.0011733953,0.0000723677,0.0016920605,0.00011608291,0.000014993012,0.0036793135],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.98539805,0.010585305,0.00044809948,0.00074709504,0.0011689648,0.0016524364],"domain_scores_gemma":[0.9308116,0.052095886,0.007391178,0.0022438995,0.0032600474,0.004197409],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.015357256,0.00070738245,0.0006467153,0.0010129103,0.0022974343,0.002405637,0.0014659152,0.0013134817,0.016185567],"category_scores_gemma":[0.050192513,0.00034815073,0.0011434752,0.0013833632,0.0024561503,0.0024757795,0.0031131597,0.0024330462,0.0008117561],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.017736819,0.06510652,0.22808695,0.011585176,0.003836908,0.00073886814,0.11273954,0.0037503142,0.0050736237,0.04347127,0.010451503,0.49742246],"study_design_scores_gemma":[0.005463362,0.13613357,0.51662093,0.0076149204,0.0073883347,0.00024708037,0.2118032,0.0024471143,0.018878706,0.020685779,0.07249109,0.00022584769],"about_ca_topic_score_codex":0.0073864553,"about_ca_topic_score_gemma":0.0124973,"teacher_disagreement_score":0.016185567,"about_ca_system_score_codex":0.004796287,"about_ca_system_score_gemma":0.007151305,"threshold_uncertainty_score":0.081217885},"labels":[],"label_agreement":null},{"id":"W2077562785","doi":"10.4000/communication.710","title":"Le Web des internautes","year":2008,"lang":"fr","type":"article","venue":"Communication","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Art","score_opus":0.08182040209044016,"score_gpt":0.33275961697962714,"score_spread":0.25093921488918697,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2077562785","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5279544,0.030087523,0.018667364,0.0047982186,0.0005173634,0.00012393558,0.013465531,0.0009147169,0.403471],"genre_scores_gemma":[0.86640984,0.010382568,0.006012042,0.0004457796,0.00020717121,0.00014894769,0.004623346,0.00026819302,0.11150211],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99688303,0.0011296594,0.0002590555,0.0004955857,0.0010166167,0.00021600397],"domain_scores_gemma":[0.9835194,0.008314152,0.002977939,0.001469713,0.003095855,0.00062295276],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020953363,0.00042151482,0.0003093439,0.004589967,0.0012655262,0.0053763916,0.0003150384,0.00053100276,0.029330183],"category_scores_gemma":[0.015526765,0.00020049847,0.00032566366,0.008711014,0.0013996136,0.003999319,0.0014079396,0.0007520141,0.005217957],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003490595,0.000099424,0.20672013,0.0016733897,0.00018331468,0.0011608644,0.03899488,0.000754034,0.0030308587,0.13911094,0.045674022,0.562249],"study_design_scores_gemma":[0.000015182035,0.000107310334,0.2241492,0.0008904459,0.00008064129,0.0025808525,0.016113332,0.0008035038,0.0017312126,0.012917394,0.74054706,0.00006397016],"about_ca_topic_score_codex":0.016266318,"about_ca_topic_score_gemma":0.011681283,"teacher_disagreement_score":0.029330183,"about_ca_system_score_codex":0.0015541605,"about_ca_system_score_gemma":0.0015368449,"threshold_uncertainty_score":0.09811926},"labels":[],"label_agreement":null},{"id":"W2079564467","doi":"10.5539/mas.v4n9p147","title":"Effects of Principals’ Support on Teachers’ Self -Efficacy in Integrating e-learning in the Jordanian Discovery Schools","year":2010,"lang":"en","type":"article","venue":"Modern Applied Science","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Perception; Descriptive statistics; Mathematics education; Psychology; Variables; Perspective (graphical); Self-efficacy; Moderation; Capital city; Stratified sampling; Mathematics; Statistics; Social psychology; Geography","score_opus":0.011140677488749692,"score_gpt":0.2978790764323322,"score_spread":0.2867383989435825,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2079564467","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99956673,0.000019427516,0.000010488827,0.00003630555,0.0000012915813,0.0000019435101,0.0000031139534,7.375847e-7,0.00035991688],"genre_scores_gemma":[0.99979085,0.00001800223,0.000016478629,0.000007141431,0.0000019995095,0.00000248361,0.0000047631565,3.730643e-7,0.00015797825],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9979944,0.00082223886,0.000119777585,0.00015141074,0.00043019562,0.00048194997],"domain_scores_gemma":[0.99028355,0.0025953862,0.0029028554,0.0003319181,0.0010153487,0.002870922],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023848666,0.00019045455,0.00032060992,0.00071613176,0.0009897763,0.0015828836,0.00025594566,0.00036656423,0.0025748818],"category_scores_gemma":[0.0059989304,0.00024664967,0.00033348537,0.00035354344,0.0009238568,0.00043741553,0.0010096518,0.00074991724,0.00024417738],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00025247072,0.000926354,0.97011906,0.000034693232,0.000046322206,0.00025946726,0.01651563,0.00007243632,0.001162917,0.00018226229,0.00020083357,0.010227607],"study_design_scores_gemma":[0.00000995332,0.00026358312,0.9810199,0.00001671111,0.000012729422,0.000062619794,0.017851265,0.00010094441,0.00019441037,0.000034848315,0.00042684245,0.0000062582926],"about_ca_topic_score_codex":0.0029375735,"about_ca_topic_score_gemma":0.00473819,"teacher_disagreement_score":0.0029375735,"about_ca_system_score_codex":0.00060564466,"about_ca_system_score_gemma":0.0012328059,"threshold_uncertainty_score":0.012612581},"labels":[],"label_agreement":null},{"id":"W2081978115","doi":"10.2190/ec.44.3.f","title":"Gender Differences in the use of Laptops in Higher Education: A Formative Analysis","year":2011,"lang":"en","type":"article","venue":"Journal of Educational Computing Research","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":35,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Ontario Tech University","funders":"","keywords":"Laptop; Formative assessment; Task (project management); Instant messaging; Psychology; Class (philosophy); Applied psychology; Social psychology; Computer science; Mathematics education; World Wide Web","score_opus":0.5463790596471959,"score_gpt":0.48790240341626684,"score_spread":0.05847665623092907,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2081978115","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9943456,0.00048775997,0.0009839328,0.00009698748,0.000034977988,0.00044424838,0.0007609064,0.000014247952,0.002831299],"genre_scores_gemma":[0.9926466,0.0005241033,0.0020698127,0.00014910712,0.000037489728,0.0015245768,0.00062734366,0.00002096451,0.0023999684],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.994611,0.002613212,0.00065217505,0.00041400047,0.0012709219,0.00043870186],"domain_scores_gemma":[0.9634591,0.02700644,0.0033308954,0.001170525,0.0045772567,0.00045587833],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012718138,0.00042158755,0.0007415023,0.0034628478,0.0009247181,0.001324193,0.000706971,0.00043583807,0.0037754907],"category_scores_gemma":[0.036139213,0.00032874313,0.0011603871,0.0023046394,0.0008360883,0.0011712232,0.0014029165,0.00058509724,0.00050967874],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0014193476,0.0009996047,0.7942727,0.00093703694,0.00030238883,0.0004298353,0.06790826,0.00021285492,0.0028009072,0.00073350995,0.0015803673,0.12840325],"study_design_scores_gemma":[0.000046058758,0.0017839787,0.93891895,0.00033553963,0.00012316693,0.00025147625,0.05215211,0.00033785237,0.0015338211,0.0002459818,0.004228898,0.000042199557],"about_ca_topic_score_codex":0.0024905412,"about_ca_topic_score_gemma":0.0040767863,"teacher_disagreement_score":0.012718138,"about_ca_system_score_codex":0.0012703013,"about_ca_system_score_gemma":0.0013949177,"threshold_uncertainty_score":0.06726074},"labels":[],"label_agreement":null},{"id":"W2086257127","doi":"10.5539/elt.v2n4p101","title":"A Survey of EFL Learners’ Attitudes toward Information and Communication Technologies","year":2009,"lang":"en","type":"article","venue":"English Language Teaching","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":57,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Constructive; Information and Communications Technology; Psychology; Foreign language; English as a foreign language; Information technology; Technology integration; Foreign language teaching; Mathematics education; Pedagogy; Educational technology; Computer science; World Wide Web; Process (computing)","score_opus":0.0243023596969696,"score_gpt":0.3280377027113572,"score_spread":0.3037353430143876,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2086257127","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9986457,0.000021987536,0.00005261338,0.00004631916,0.0000030661452,0.00003329058,0.00013163,0.0000036618328,0.0010616718],"genre_scores_gemma":[0.99565613,0.00015312152,0.0003190398,0.0002556657,0.0000092191685,0.00012298813,0.00024722258,0.000003339267,0.0032332495],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99949753,0.00013186937,0.00006879522,0.000057417874,0.0001375249,0.00010686187],"domain_scores_gemma":[0.99640024,0.0010789307,0.0008764571,0.00013201163,0.0008734373,0.00063899904],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019892221,0.000295987,0.0004747615,0.0010725571,0.0010121674,0.00080086547,0.00017996656,0.00056381314,0.003169228],"category_scores_gemma":[0.003108896,0.0002693158,0.00029617784,0.00092301966,0.00040835445,0.0010642279,0.00052017457,0.0007974451,0.0012416608],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000833022,0.0014677667,0.9506383,0.00008384072,0.00002115641,0.00027595594,0.024710162,0.00004320062,0.0027684018,0.000092147086,0.0005804214,0.019235311],"study_design_scores_gemma":[0.000014400886,0.0018668365,0.9517939,0.000037630223,0.000014699769,0.00028940127,0.041919906,0.00019279568,0.0007302345,0.00005095639,0.003069496,0.000019784477],"about_ca_topic_score_codex":0.0029616684,"about_ca_topic_score_gemma":0.005479506,"teacher_disagreement_score":0.003169228,"about_ca_system_score_codex":0.00047089803,"about_ca_system_score_gemma":0.00050797564,"threshold_uncertainty_score":0.010602176},"labels":[],"label_agreement":null},{"id":"W2091353805","doi":"10.1097/00024665-200309000-00015","title":"Integrating Web-based Technology Into Distance Education for Nurses in China","year":2003,"lang":"en","type":"article","venue":"CIN Computers Informatics Nursing","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":33,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"The Internet; China; Distance education; Continuing education; Medical education; Continuing professional development; Internet access; Psychology; Professional development; Nursing; Medicine; World Wide Web; Political science; Pedagogy; Computer science","score_opus":0.009309796273822647,"score_gpt":0.3211338209161382,"score_spread":0.3118240246423155,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2091353805","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9928059,0.00066979474,0.00028344724,0.001269003,0.000032994143,0.00004198419,0.000010817801,0.000008488722,0.0048776795],"genre_scores_gemma":[0.9954091,0.0007587762,0.0006916324,0.0003244158,0.000018467817,0.000028569193,0.000015550451,0.0000031436887,0.0027502226],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9991042,0.0003459022,0.00005009515,0.00006342472,0.0001984136,0.00023790316],"domain_scores_gemma":[0.9991935,0.00017306383,0.000118041455,0.00003952193,0.00014468604,0.00033120794],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016043771,0.00014542136,0.000099979115,0.0005626418,0.0013396932,0.00079287944,0.00043133064,0.0003863502,0.0018378027],"category_scores_gemma":[0.0021313538,0.00010034952,0.00018326171,0.00075023714,0.0005123038,0.00081612734,0.0010808248,0.0002362946,0.000132832],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002397075,0.0010301514,0.41967306,0.00035005508,0.000033195458,0.0011694622,0.033992924,0.0010654825,0.0075211427,0.0046372884,0.002955805,0.5273317],"study_design_scores_gemma":[0.000086732565,0.0013504184,0.93071604,0.00030242512,0.00006481483,0.00037931398,0.02773525,0.0022625586,0.0027684672,0.0016617498,0.032623775,0.00004847379],"about_ca_topic_score_codex":0.0578125,"about_ca_topic_score_gemma":0.09304237,"teacher_disagreement_score":0.0578125,"about_ca_system_score_codex":0.002841799,"about_ca_system_score_gemma":0.0087262085,"threshold_uncertainty_score":0.11495203},"labels":[],"label_agreement":null},{"id":"W2091993520","doi":"10.1080/13691180701307370","title":"DIGITAL DIVIDES AND CAPITAL CONVERSION: The optimal use of information and communication technology for youth reading achievement","year":2007,"lang":"en","type":"article","venue":"Information Communication & Society","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":45,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Mount Saint Vincent University; Dalhousie University","funders":"","keywords":"Information and Communications Technology; Reading (process); Point (geometry); Set (abstract data type); Capital (architecture); Psychology; Demographic economics; Economics; Computer science; Political science; Mathematics; Geography","score_opus":0.02924132402070692,"score_gpt":0.28568178513055015,"score_spread":0.2564404611098432,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2091993520","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99710137,0.00011275794,0.000047396028,0.00006363034,9.340975e-7,0.0000033506712,0.00020434268,0.0000023969471,0.0024637857],"genre_scores_gemma":[0.9996563,0.000032209202,0.00004971746,0.0000032795126,6.504768e-7,0.0000011214136,0.00005668357,5.8049477e-7,0.00019945331],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99961287,0.000059710947,0.000017774408,0.000055203007,0.00010191367,0.00015266305],"domain_scores_gemma":[0.99900585,0.000225012,0.00038837708,0.000056973327,0.00014162395,0.00018218604],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004957639,0.00016578584,0.000117974414,0.0013243001,0.0007153449,0.0014239135,0.0003300347,0.0002547197,0.0018385726],"category_scores_gemma":[0.003144067,0.00009841103,0.00020306073,0.0014444732,0.00082196214,0.00048772135,0.00066904945,0.00023399254,0.0001435217],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000052355408,0.0000323247,0.9804479,0.000013104327,0.000012326305,0.00006126913,0.0024795108,0.00016548614,0.00021058001,0.0007564956,0.00019046756,0.015578183],"study_design_scores_gemma":[8.458583e-7,0.000010909479,0.9975141,0.000007904229,0.0000048941433,0.000017290127,0.0016990913,0.00012026097,0.000081390644,0.00014572994,0.00039538657,0.000002122213],"about_ca_topic_score_codex":0.46170458,"about_ca_topic_score_gemma":0.6719229,"teacher_disagreement_score":0.46170458,"about_ca_system_score_codex":0.0030959432,"about_ca_system_score_gemma":0.0029657446,"threshold_uncertainty_score":0.9180343},"labels":[],"label_agreement":null},{"id":"W2093470090","doi":"10.1145/1536274.1536303","title":"WICS @ SFU","year":2009,"lang":"en","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"Simon Fraser University","keywords":"Computer science; Diversity (politics); Human-centered computing; Data science; Information science; Library science; Sociology","score_opus":0.02296781953103071,"score_gpt":0.3691211059282868,"score_spread":0.34615328639725607,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2093470090","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0031023358,0.0008315232,0.0005545302,0.003584048,0.0011173218,0.00007949791,0.002984745,0.0011087721,0.9866371],"genre_scores_gemma":[0.006223016,0.0005324011,0.00039069096,0.0007096528,0.00013059241,0.00008020285,0.0012519178,0.00021952111,0.990462],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99971527,0.00003790461,0.0000106047655,0.00008146055,0.00008795705,0.00006676924],"domain_scores_gemma":[0.9994142,0.00008497567,0.000033098408,0.000059864644,0.000143068,0.00026476066],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00031969088,0.0010288542,0.00039438403,0.0016335975,0.003873326,0.0036196609,0.0005622636,0.001455555,0.8436693],"category_scores_gemma":[0.0015515065,0.00030604753,0.00023889837,0.0013235852,0.00050485326,0.0019489245,0.0022033437,0.0009913188,0.6721138],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011786631,0.0001311954,0.0010889891,0.000093660936,0.0000039751703,0.00023816711,0.00023292928,0.000040296323,0.0004782462,0.008618072,0.69485986,0.29409677],"study_design_scores_gemma":[0.000008959377,0.000016530143,0.0005693648,0.00005491697,0.0000019862377,0.00007236179,0.00010831809,0.000048993363,0.00016375833,0.0008001307,0.9981502,0.000004549563],"about_ca_topic_score_codex":0.008504802,"about_ca_topic_score_gemma":0.019836664,"teacher_disagreement_score":0.8436693,"about_ca_system_score_codex":0.0014528116,"about_ca_system_score_gemma":0.0019932522,"threshold_uncertainty_score":0},"labels":[],"label_agreement":null},{"id":"W2098114901","doi":"10.29173/cjs1126","title":"“I really didn’t have any problems with the male-female thing until …”: Successful Women’s Experiences in IT Organizations","year":2008,"lang":"en","type":"article","venue":"The Canadian Journal of Sociology","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":37,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Western University; University of Toronto","funders":"","keywords":"Face (sociological concept); Gender studies; Sociology; Field (mathematics); Perception; Feminism; Public relations; Psychology; Social science; Political science","score_opus":0.024463824412406902,"score_gpt":0.26609721445717355,"score_spread":0.24163339004476664,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2098114901","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96232253,0.0016864224,0.00052912545,0.015358889,0.00026219324,0.000039809303,0.0000460554,0.00002073865,0.019734068],"genre_scores_gemma":[0.99073654,0.0010133927,0.00016238895,0.0025762771,0.000049288265,0.00003214328,0.000021246908,0.000026239335,0.0053825225],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9946353,0.0032758603,0.0001092395,0.00023208236,0.00045509406,0.0012925233],"domain_scores_gemma":[0.99301225,0.0029071893,0.0006674408,0.00013842294,0.0005991494,0.002675614],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005974219,0.00072614313,0.00076163566,0.0015027197,0.02234969,0.008423426,0.0012984631,0.0029510187,0.004786982],"category_scores_gemma":[0.010909168,0.0006831357,0.00038171237,0.0013874731,0.014914265,0.006331486,0.0065270714,0.0044436012,0.0008445044],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000029719775,0.000026253658,0.004601513,0.000034947057,0.000004285849,0.0009838965,0.9877104,0.00000992834,0.00019521426,0.0012517684,0.0017589829,0.0033929334],"study_design_scores_gemma":[0.000002744572,0.000026784628,0.0012360956,0.0000385685,0.0000029167152,0.00036294127,0.9884891,0.000013301641,0.00006242865,0.00011820119,0.009637112,0.000009844478],"about_ca_topic_score_codex":0.029903598,"about_ca_topic_score_gemma":0.03771343,"teacher_disagreement_score":0.029903598,"about_ca_system_score_codex":0.0031205928,"about_ca_system_score_gemma":0.0043057473,"threshold_uncertainty_score":0.05945909},"labels":[],"label_agreement":null},{"id":"W2101838577","doi":"","title":"Problem-based scenarios with laptops: an effective combination for cross-curricular learning in mathematics, science and language","year":2011,"lang":"en","type":"article","venue":"World Journal on Educational Technology Current Issues","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Université de Moncton","funders":"","keywords":"Laptop; Mathematics education; Constructive; Computer science; Process (computing); Action (physics); Action research; Multimedia; Psychology","score_opus":0.023001837347575917,"score_gpt":0.37572749674507455,"score_spread":0.3527256593974986,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2101838577","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7257171,0.0013961286,0.20249113,0.0019140401,0.00039459576,0.006147708,0.0005812445,0.009281743,0.052076325],"genre_scores_gemma":[0.6295693,0.0014619303,0.35236552,0.00042224588,0.00011662302,0.0047597033,0.0008466743,0.00021344033,0.010244648],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.997182,0.001424431,0.00018605057,0.00048113393,0.00057511555,0.00015130913],"domain_scores_gemma":[0.99052167,0.006103252,0.00053909497,0.00086944347,0.0004121112,0.001554381],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002664438,0.0019266291,0.0011181356,0.002081764,0.00063407165,0.00196129,0.002335725,0.0013368675,0.018006636],"category_scores_gemma":[0.015023043,0.00074111595,0.00070696324,0.0011258459,0.00056685053,0.003566618,0.004006994,0.0011381453,0.004107235],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0011832464,0.0114042265,0.0060954443,0.0012637764,0.00012043788,0.001103991,0.0057630874,0.003655856,0.01361461,0.0015343474,0.012298625,0.94196224],"study_design_scores_gemma":[0.008034037,0.052168857,0.15055269,0.0069446224,0.0019247247,0.018818432,0.043055236,0.15211372,0.055910926,0.039907057,0.46870753,0.0018621203],"about_ca_topic_score_codex":0.000231819,"about_ca_topic_score_gemma":0.00059512793,"teacher_disagreement_score":0.018006636,"about_ca_system_score_codex":0.00038503224,"about_ca_system_score_gemma":0.0007397139,"threshold_uncertainty_score":0.060238183},"labels":[],"label_agreement":null},{"id":"W2104640269","doi":"10.1111/1467-8535.00191","title":"<i>A follow‐up study of students using portable computers at a secondary school</i>","year":2001,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":33,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Curriculum; Mathematics education; Perception; Set (abstract data type); Psychology; Quarter (Canadian coin); Medical education; Pedagogy; Computer science; Medicine","score_opus":0.02601120343969719,"score_gpt":0.34820978132017627,"score_spread":0.32219857788047906,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2104640269","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99900466,0.000030257434,0.000058056965,0.000065558816,0.00000917481,0.000036526642,0.00003291547,0.0000058574874,0.0007570785],"genre_scores_gemma":[0.9956546,0.000100420526,0.00019390765,0.00021265597,0.000012688407,0.00012874998,0.000115605806,0.0000075778153,0.0035737953],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99900156,0.00019359628,0.00008367093,0.0001082744,0.00021951292,0.00039340943],"domain_scores_gemma":[0.99556535,0.0007500539,0.0009083013,0.00025369317,0.0011264196,0.0013962522],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013809464,0.0004672875,0.0007368697,0.0018363764,0.004159523,0.002416374,0.0006855253,0.0014234328,0.0041405065],"category_scores_gemma":[0.004242145,0.00068146724,0.0011181686,0.0012047895,0.001290986,0.0016194938,0.0012836838,0.0033232016,0.001956017],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00072236557,0.012467969,0.6186746,0.00038810555,0.000085951804,0.0035758102,0.29681006,0.00013978896,0.014855464,0.00029422692,0.0019202434,0.050065417],"study_design_scores_gemma":[0.000058385645,0.010860501,0.7998293,0.00009431681,0.00011202621,0.0010405974,0.17265028,0.00016869571,0.003955294,0.00014155848,0.010990082,0.00009895371],"about_ca_topic_score_codex":0.019574335,"about_ca_topic_score_gemma":0.020772474,"teacher_disagreement_score":0.019574335,"about_ca_system_score_codex":0.0010251626,"about_ca_system_score_gemma":0.0012696674,"threshold_uncertainty_score":0.03892082},"labels":[],"label_agreement":null},{"id":"W2104970177","doi":"10.22329/jtl.v1i1.114","title":"Computer Skill Requirements for New and Existing Teachers: Implications for Policy and Practice","year":2006,"lang":"en","type":"article","venue":"Journal of Teaching and Learning","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Victoria; University of Alberta","funders":"","keywords":"Curriculum; Government (linguistics); Professional development; Medical education; Public relations; Pedagogy; Psychology; Political science; Medicine","score_opus":0.07728714184645144,"score_gpt":0.43834346679627273,"score_spread":0.3610563249498213,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2104970177","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.67459935,0.00911841,0.0014746614,0.23578663,0.00041179088,0.00023412296,0.0013679187,0.000108962406,0.07689811],"genre_scores_gemma":[0.9865519,0.0016834594,0.00074977527,0.0059514497,0.00008756432,0.00015087194,0.00031695692,0.000013285198,0.0044947984],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99201703,0.0016256883,0.00031525025,0.0006550577,0.0025714561,0.0028155071],"domain_scores_gemma":[0.9646547,0.019595519,0.001715153,0.0005494363,0.005529738,0.007955589],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01014075,0.00025095386,0.00044782594,0.0020281977,0.0030532049,0.004727427,0.0032534574,0.0042527835,0.009183735],"category_scores_gemma":[0.039945215,0.0002675943,0.00034868417,0.002810288,0.0033361858,0.0032835042,0.0018431048,0.0021720508,0.00056955544],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013164851,0.0018658602,0.4351096,0.0015247526,0.00006314356,0.0012265585,0.037697945,0.005487463,0.002092086,0.12963443,0.0805481,0.30343366],"study_design_scores_gemma":[0.00026978587,0.00048498777,0.81302553,0.0022904414,0.000053139698,0.00024421263,0.10847593,0.004448643,0.00080554484,0.023385223,0.04640776,0.000108865075],"about_ca_topic_score_codex":0.6447878,"about_ca_topic_score_gemma":0.70020443,"teacher_disagreement_score":0.6447878,"about_ca_system_score_codex":0.03613461,"about_ca_system_score_gemma":0.068820775,"threshold_uncertainty_score":0.71460825},"labels":[],"label_agreement":null},{"id":"W2105277306","doi":"10.5430/ijhe.v1n2p150","title":"A Study of End-Users’ Attitudes towards Digital Media Approach: the Experience of a Public University in Uganda","year":2012,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Digital media; Upload; Test (biology); Information and Communications Technology; Electronic media; Information technology; Medical education; Psychology; Public relations; Multimedia; Computer science; Political science; World Wide Web; Medicine","score_opus":0.07034441249904164,"score_gpt":0.3656123535734073,"score_spread":0.2952679410743657,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2105277306","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99916756,0.00006529263,0.000060720926,0.00011238034,0.0000037792242,0.0000086346745,0.0000052718815,0.000001761491,0.0005745769],"genre_scores_gemma":[0.998697,0.00016855587,0.000090229034,0.00011876648,0.0000049441405,0.000014509287,0.0000058753117,0.0000030300328,0.0008970438],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99810517,0.0011026553,0.00008295891,0.00010405537,0.00017474407,0.00043042397],"domain_scores_gemma":[0.99455607,0.0023243607,0.0009354734,0.00015741089,0.00059942796,0.0014273288],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026541888,0.00047690416,0.00066641805,0.00111828,0.0071246894,0.0040692175,0.0009073383,0.0013777819,0.0027192573],"category_scores_gemma":[0.0055871615,0.00065820233,0.00037139925,0.0010611038,0.0031385093,0.002564453,0.0035234254,0.0020328872,0.0005653967],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000091729446,0.00044834882,0.05247102,0.000109782006,0.0000110082,0.001984552,0.9351726,0.00003206664,0.0017181846,0.00025583155,0.00032513254,0.007379661],"study_design_scores_gemma":[0.0000063066477,0.00043234028,0.032746155,0.000058767353,0.000009278654,0.00055569125,0.9620129,0.0000693036,0.00037171665,0.000067714966,0.0036473533,0.00002251476],"about_ca_topic_score_codex":0.0039489255,"about_ca_topic_score_gemma":0.006967899,"teacher_disagreement_score":0.0071246894,"about_ca_system_score_codex":0.0012442755,"about_ca_system_score_gemma":0.0010267989,"threshold_uncertainty_score":0.014036894},"labels":[],"label_agreement":null},{"id":"W2115027720","doi":"","title":"ICT literacies and the curricular conundrum of calling all complex digital technologies \"Tools\"","year":2008,"lang":"en","type":"article","venue":"International Journal of Education and Development using ICT","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Information and Communications Technology; Terminology; Curriculum; Emerging technologies; Sociology; Knowledge management; Engineering ethics; Computer science; Pedagogy; World Wide Web; Engineering","score_opus":0.09274006079365951,"score_gpt":0.3649062986711798,"score_spread":0.27216623787752026,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2115027720","genre_codex":"empirical","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.39222592,0.048050422,0.02008182,0.20582768,0.0017008738,0.00012225007,0.00021897275,0.00014043582,0.33163163],"genre_scores_gemma":[0.97979444,0.0057332376,0.003716405,0.0057002837,0.00026669304,0.00008178246,0.00003675869,0.000036279536,0.004634205],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9898934,0.005904967,0.00074903166,0.0005592334,0.0022120029,0.0006814017],"domain_scores_gemma":[0.9518599,0.034562845,0.0053292187,0.0018417833,0.003447,0.002959212],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012573358,0.00035499924,0.00036283318,0.0070597264,0.003845712,0.01502583,0.0011220842,0.0024726395,0.004473703],"category_scores_gemma":[0.04209346,0.00030873634,0.00028133232,0.004495519,0.030225879,0.015164575,0.008695944,0.0038313204,0.0004883836],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000020387462,0.00007303273,0.012789488,0.0004309059,0.000017204218,0.00017643785,0.08649836,0.00013917004,0.0002596659,0.7949176,0.004106135,0.10057154],"study_design_scores_gemma":[0.000028271506,0.00012528505,0.033976134,0.004218986,0.000040747596,0.0006563271,0.14732973,0.0005317858,0.0011156263,0.5552868,0.256598,0.00009227638],"about_ca_topic_score_codex":0.0020974171,"about_ca_topic_score_gemma":0.0035519793,"teacher_disagreement_score":0.01502583,"about_ca_system_score_codex":0.0050462666,"about_ca_system_score_gemma":0.0073691835,"threshold_uncertainty_score":0.06649506},"labels":[],"label_agreement":null},{"id":"W2116198859","doi":"10.19173/irrodl.v10i2.686","title":"Are We There Yet? A Progress Report from Three Turkish University Pioneers in Distance Education and E-Learning","year":2009,"lang":"en","type":"article","venue":"The International Review of Research in Open and Distributed Learning","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Sakarya Üniversitesi","keywords":"Turkish; Distance education; Higher education; Political science; Mathematics education; Sociology; Pedagogy; Psychology","score_opus":0.0760511979799455,"score_gpt":0.4411051500306653,"score_spread":0.3650539520507198,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2116198859","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96008,0.0086774295,0.00083327113,0.008030555,0.00049343135,0.00012226416,0.00022259176,0.000036484962,0.021503989],"genre_scores_gemma":[0.95875144,0.0145665845,0.0010588192,0.0014174886,0.00028057522,0.000111309084,0.00028216967,0.000035301415,0.023496263],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99752146,0.0008234497,0.00010270612,0.00020845281,0.00075429206,0.00058966316],"domain_scores_gemma":[0.99249625,0.0021011934,0.00085536606,0.00033370208,0.0019305535,0.0022828977],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0058183842,0.0004570913,0.0004294182,0.0016358279,0.005009999,0.00383082,0.0007670555,0.0010854381,0.0022838917],"category_scores_gemma":[0.005970004,0.00023693508,0.00026982315,0.0024293142,0.0015907162,0.0026200712,0.0032628153,0.001620484,0.000720563],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00064899435,0.0013496684,0.08783048,0.0013565205,0.00006261275,0.007687,0.49803123,0.00024447002,0.0074577825,0.011050922,0.037049346,0.347231],"study_design_scores_gemma":[0.00003006417,0.0010622785,0.11497087,0.00043935073,0.0000827142,0.0027686667,0.60682845,0.00018170377,0.004160211,0.0009554451,0.26838198,0.00013829161],"about_ca_topic_score_codex":0.0067496873,"about_ca_topic_score_gemma":0.012257019,"teacher_disagreement_score":0.0067496873,"about_ca_system_score_codex":0.0016092008,"about_ca_system_score_gemma":0.0042826715,"threshold_uncertainty_score":0.030770898},"labels":[],"label_agreement":null},{"id":"W2117805383","doi":"10.14746/ssllt.2011.1.1.6","title":"Second language writing anxiety, computer anxiety, and performance in a classroom versus a web-based environment","year":2011,"lang":"en","type":"article","venue":"Studies in Second Language Learning and Teaching","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université TÉLUQ; Université du Québec à Montréal","funders":"","keywords":"Anxiety; Grammar; Psychology; Second language writing; Language acquisition; Distance education; Computer-Assisted Instruction; Mathematics education; Language proficiency; Second language; Linguistics","score_opus":0.025242624855529795,"score_gpt":0.3048959295104069,"score_spread":0.2796533046548771,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2117805383","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99970466,0.000021732953,0.000012214497,0.000011760892,0.0000020330951,0.0000034890882,0.0000074959958,0.000001222843,0.00023540636],"genre_scores_gemma":[0.9995789,0.00003405176,0.000022055883,0.000014549492,0.0000054350685,0.000005438143,0.000015600875,8.027972e-7,0.00032310953],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99937266,0.00015565506,0.000059965292,0.00006049211,0.00020076559,0.00015053176],"domain_scores_gemma":[0.9959265,0.0010055853,0.0013416519,0.000103856655,0.0003118659,0.0013105338],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006040078,0.00032009342,0.0003816496,0.00068420626,0.00055337773,0.0015379778,0.0001547194,0.00034980607,0.0017350914],"category_scores_gemma":[0.0039481926,0.00017993721,0.0003252969,0.0002607375,0.00055886386,0.00040086624,0.0007334981,0.00066880207,0.0003214862],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00036990063,0.0019108704,0.9672636,0.000049909777,0.00005743501,0.00048597206,0.010973008,0.0000613714,0.0031992637,0.00006392202,0.0001419643,0.015422725],"study_design_scores_gemma":[0.000015787677,0.0017214249,0.98822826,0.000011069439,0.0000293484,0.0003081842,0.00881006,0.00012774943,0.00041091163,0.000036232384,0.00028233032,0.000018641924],"about_ca_topic_score_codex":0.0017004254,"about_ca_topic_score_gemma":0.0030208516,"teacher_disagreement_score":0.0017350914,"about_ca_system_score_codex":0.00028593693,"about_ca_system_score_gemma":0.0003095669,"threshold_uncertainty_score":0.005804479},"labels":[],"label_agreement":null},{"id":"W2133264519","doi":"10.1111/j.1468-005x.2010.00250.x","title":"Women, work and Web 2.0: a case study","year":2010,"lang":"en","type":"article","venue":"New Technology Work and Employment","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Athabasca University","funders":"","keywords":"Affect (linguistics); Work (physics); Set (abstract data type); Job satisfaction; Psychology; Knowledge management; Public relations; Sociology; Computer science; Social psychology; Political science; Engineering","score_opus":0.02439058302944965,"score_gpt":0.3117186319874462,"score_spread":0.2873280489579966,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2133264519","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9776624,0.0012070369,0.00056343316,0.0027305624,0.00012207673,0.00010056344,0.00008693832,0.000013085354,0.017513964],"genre_scores_gemma":[0.976258,0.0035324653,0.0011013044,0.0012547359,0.0001552581,0.00017226707,0.000052840434,0.000026229303,0.017446918],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9981838,0.00083285593,0.000045948396,0.000118186064,0.00023596121,0.0005832265],"domain_scores_gemma":[0.9985618,0.0008115593,0.00014588828,0.00004103192,0.000071375274,0.00036827687],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019319602,0.001009008,0.00071701093,0.0025412487,0.019118348,0.0033810618,0.0011911086,0.004110378,0.006646626],"category_scores_gemma":[0.0026309146,0.0006753078,0.0005451397,0.0022701088,0.0040709865,0.0023895386,0.0036504082,0.002422113,0.0007919212],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00028473142,0.0017300807,0.0428526,0.00034928534,0.000030086729,0.09243236,0.80633765,0.0002314349,0.0014750521,0.0105933165,0.0070556304,0.036627773],"study_design_scores_gemma":[0.00002520429,0.00048510943,0.009390819,0.00022836366,0.000022717406,0.025307307,0.9203053,0.00020068347,0.00050469476,0.00091954716,0.04257757,0.000032672346],"about_ca_topic_score_codex":0.013784341,"about_ca_topic_score_gemma":0.031579245,"teacher_disagreement_score":0.019118348,"about_ca_system_score_codex":0.002518792,"about_ca_system_score_gemma":0.001782741,"threshold_uncertainty_score":0.027408242},"labels":[],"label_agreement":null},{"id":"W2133554916","doi":"10.5539/gjhs.v7n4p136","title":"Computer Literacy Among Students of Zahedan University of Medical Sciences","year":2015,"lang":"en","type":"article","venue":"Global Journal of Health Science","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":22,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Zahedan University of Medical Sciences","keywords":"Computer literacy; Medical education; The Internet; Information literacy; Population; Literacy; Health literacy; Health care; Psychology; Medicine; Mathematics education; Computer science; Pedagogy; World Wide Web","score_opus":0.06624312573129794,"score_gpt":0.45045022373760135,"score_spread":0.3842070980063034,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2133554916","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99865556,0.00023984408,0.000014794477,0.00029370285,0.0000070644846,0.000009649065,0.000038395552,0.0000018189456,0.000739189],"genre_scores_gemma":[0.99934536,0.00025620003,0.000033753142,0.000086908774,0.0000073869146,0.000007039621,0.00003866062,3.9756924e-7,0.00022416131],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99954873,0.000056119236,0.000046055917,0.000032249314,0.00018253937,0.00013418058],"domain_scores_gemma":[0.9988097,0.00022258447,0.00046289206,0.000022829978,0.00020360328,0.00027838108],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004520443,0.00012545518,0.00031056313,0.00090806384,0.00056223327,0.0006453029,0.0001655214,0.00036807943,0.0024884131],"category_scores_gemma":[0.0025930158,0.00014280392,0.00017713317,0.0007789057,0.0002736799,0.00035060235,0.0003894943,0.000399059,0.0002059265],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004131089,0.00026104157,0.97761494,0.00009712973,0.000010795599,0.0002967952,0.004498999,0.000037248454,0.00056735805,0.00012691515,0.0007540767,0.015693445],"study_design_scores_gemma":[0.0000054902393,0.00019496832,0.99349505,0.000057166748,0.000006972781,0.00032483772,0.0043850937,0.000106262974,0.00009765384,0.00005267839,0.0012679441,0.0000058292558],"about_ca_topic_score_codex":0.0049924115,"about_ca_topic_score_gemma":0.006171261,"teacher_disagreement_score":0.0049924115,"about_ca_system_score_codex":0.0003930855,"about_ca_system_score_gemma":0.0011948922,"threshold_uncertainty_score":0.009926736},"labels":[],"label_agreement":null},{"id":"W2135279935","doi":"10.21083/ajote.v3i1.1958","title":"Computer Literacy and Secondary School Teachers’ Job Effectiveness in Kwara State","year":2013,"lang":"en","type":"article","venue":"African Journal of Teacher Education","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Statistic; Literacy; Stratified sampling; Mathematics education; Computer literacy; Test (biology); Micro computer; Psychology; School teachers; Government (linguistics); Medical education; Pedagogy; Computer science; Mathematics; Statistics; Medicine","score_opus":0.009772257897149614,"score_gpt":0.30870090102674674,"score_spread":0.2989286431295971,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2135279935","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99939084,0.00006134924,0.0000072490056,0.0000386879,0.0000021781138,0.0000025421807,0.000009728599,5.227284e-7,0.00048688645],"genre_scores_gemma":[0.99970055,0.00005557764,0.000013063648,0.000010635053,0.0000013424076,0.0000023057146,0.000010013123,3.0934262e-7,0.00020612667],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99969316,0.00006373255,0.000039594674,0.000034466386,0.000056489276,0.00011265165],"domain_scores_gemma":[0.9988919,0.00023004094,0.00047312927,0.000025757014,0.000111796966,0.00026741033],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00037940987,0.00014469272,0.00018860385,0.0007347427,0.0007873872,0.0008172975,0.00012122,0.00021627932,0.001859047],"category_scores_gemma":[0.0013487192,0.00019660605,0.00014946752,0.00050962286,0.00038058287,0.000320345,0.0004942144,0.00032902532,0.00017248683],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000027315056,0.00017665121,0.9878798,0.000039297458,0.000007881071,0.0004416447,0.0057028937,0.000025091702,0.00049182057,0.00011277292,0.000114284994,0.0049806153],"study_design_scores_gemma":[0.0000024261772,0.00006526164,0.99165595,0.0000266138,0.0000056578574,0.00014046808,0.0075321714,0.000044939217,0.00007138413,0.000018678526,0.0004341167,0.0000024661003],"about_ca_topic_score_codex":0.008505414,"about_ca_topic_score_gemma":0.0225637,"teacher_disagreement_score":0.008505414,"about_ca_system_score_codex":0.00039231245,"about_ca_system_score_gemma":0.000610654,"threshold_uncertainty_score":0.016911805},"labels":[],"label_agreement":null},{"id":"W2135697995","doi":"","title":"Adoption of Educational Technology: How Does Gender Matter?.","year":2007,"lang":"en","type":"article","venue":"International journal on teaching and learning in higher education","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":84,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Professional development; Technology integration; Educational technology; Process (computing); Pedagogy; Medical education; Medicine; Computer science","score_opus":0.02112529228960565,"score_gpt":0.3498210293087947,"score_spread":0.3286957370191891,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2135697995","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9685352,0.009287952,0.0008575022,0.008428218,0.000375535,0.00006307518,0.0005004414,0.000018215873,0.01193384],"genre_scores_gemma":[0.9977448,0.0006935635,0.000096078154,0.00045899927,0.00003786484,0.000013002914,0.00005856779,0.000008241164,0.0008889282],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9959727,0.0017054648,0.00024071719,0.00050645584,0.0010712928,0.0005033962],"domain_scores_gemma":[0.97848994,0.015292767,0.0032522911,0.0005014958,0.0012025614,0.0012608547],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0078463955,0.00023001077,0.0006802493,0.0010345317,0.00091782445,0.0019831802,0.0005833685,0.00090851606,0.0069507365],"category_scores_gemma":[0.032989733,0.00019418483,0.00075904786,0.0012538646,0.0019293057,0.0021968307,0.0009424795,0.0006327345,0.0005805854],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003560174,0.00011982956,0.92804265,0.00014325987,0.00020159365,0.0003172684,0.010923787,0.000054301985,0.00024671305,0.001657551,0.0021482864,0.05578887],"study_design_scores_gemma":[0.000015612535,0.00026597016,0.97671664,0.00023248272,0.00012373233,0.0004356691,0.015893364,0.000268955,0.00013074683,0.001956609,0.0039349794,0.0000252441],"about_ca_topic_score_codex":0.008055649,"about_ca_topic_score_gemma":0.012206746,"teacher_disagreement_score":0.008055649,"about_ca_system_score_codex":0.00072966743,"about_ca_system_score_gemma":0.0009729929,"threshold_uncertainty_score":0.041496217},"labels":[],"label_agreement":null},{"id":"W2136988173","doi":"10.1007/978-0-387-35509-2_35","title":"Feminist Pedagogy and the Lap Top Computer","year":2000,"lang":"en","type":"book-chapter","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Acadia University","funders":"","keywords":"Laptop; Workload; Process (computing); Pedagogy; Consciousness; Feminist pedagogy; Computer technology; Sociology; Psychology; Mathematics education; Computer science; Gender studies; Multimedia; Feminism; Programming language","score_opus":0.024120220282411096,"score_gpt":0.32033689021114153,"score_spread":0.2962166699287304,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2136988173","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.018140258,0.0133187175,0.0046202657,0.0228695,0.0003450745,0.000019318852,0.00005015844,0.00011005382,0.94052655],"genre_scores_gemma":[0.54365087,0.012400623,0.0029320768,0.005194577,0.00020454549,0.000057126777,0.00004667294,0.00013337068,0.43538016],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9991008,0.0002820183,0.0000071575496,0.00007707562,0.0003222357,0.00021064481],"domain_scores_gemma":[0.9996798,0.00016048741,0.000017568875,0.000018208888,0.00006141362,0.00006261231],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007318112,0.00033613082,0.000111988425,0.0006421795,0.0039291224,0.003645294,0.00058983197,0.0010348457,0.010133846],"category_scores_gemma":[0.0010160079,0.000117121315,0.00013437786,0.0007379579,0.015635075,0.0015115464,0.0015040046,0.0015543818,0.0008664726],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000014479398,0.000011820739,0.0002560782,0.00005212795,0.0000016739156,0.00016442372,0.019422308,0.00023278347,0.0005928107,0.91543365,0.018786209,0.045031615],"study_design_scores_gemma":[0.000004462521,0.000010672899,0.0008469766,0.00013157554,0.0000018753246,0.00011027263,0.008358474,0.00018275293,0.00047168287,0.047895305,0.9419796,0.0000062459994],"about_ca_topic_score_codex":0.3837901,"about_ca_topic_score_gemma":0.40134892,"teacher_disagreement_score":0.3837901,"about_ca_system_score_codex":0.016890977,"about_ca_system_score_gemma":0.010604991,"threshold_uncertainty_score":0.7631124},"labels":[],"label_agreement":null},{"id":"W2139681479","doi":"10.1002/meet.14505001142","title":"Gender differences in inquiry‐based learning at the middle school level","year":2013,"lang":"en","type":"article","venue":"Proceedings of the American Society for Information Science and Technology","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Psychology; Middle level; Cognition; Developmental psychology; Work (physics); Mathematics education","score_opus":0.07328159271287839,"score_gpt":0.3098553093781761,"score_spread":0.23657371666529775,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2139681479","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99699044,0.00013598667,0.00006498183,0.000066592904,0.0000066403704,0.0000070330525,0.00002232871,0.0000023075572,0.002703643],"genre_scores_gemma":[0.999062,0.0000317343,0.000025634672,0.000012757184,0.0000015759985,0.0000047848707,0.000007684397,0.0000015056493,0.00085232983],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9983279,0.0004944417,0.0000931016,0.00021376304,0.00042687648,0.00044393947],"domain_scores_gemma":[0.9919275,0.0035466396,0.0016080682,0.00028968122,0.0009377274,0.001690395],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002880329,0.00018328862,0.00045824997,0.0011166226,0.0015472479,0.0030936056,0.00037030646,0.00045933592,0.009763044],"category_scores_gemma":[0.008193949,0.00021060958,0.00021261735,0.0005650826,0.0012785004,0.00097336347,0.0013764913,0.00069972087,0.0006884109],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000574972,0.0014244382,0.7980593,0.00010269097,0.000042755906,0.0005950898,0.16038403,0.00008177079,0.006180129,0.002690872,0.0006834672,0.029180478],"study_design_scores_gemma":[0.000010337214,0.00043706162,0.89328796,0.00007299944,0.000011148759,0.00018028259,0.10143755,0.00010596811,0.00096339063,0.00056909013,0.0029033367,0.00002082034],"about_ca_topic_score_codex":0.0036021427,"about_ca_topic_score_gemma":0.0060511315,"teacher_disagreement_score":0.009763044,"about_ca_system_score_codex":0.0006795938,"about_ca_system_score_gemma":0.0006026117,"threshold_uncertainty_score":0.032660604},"labels":[],"label_agreement":null},{"id":"W2140212919","doi":"10.29173/slw6795","title":"The Effect of Early Adolescents' Psychological Needs Satisfaction upon Their Perceived Competence in Information Skills and Intrinsic Motivation for Research","year":2007,"lang":"en","type":"article","venue":"School Libraries Worldwide","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":32,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"University of Rochester; Syracuse University; Institute of Museum and Library Services","keywords":"Competence (human resources); Self-determination theory; Autonomy; Psychology; Intrinsic motivation; Perception; Affect (linguistics); Social psychology; Pedagogy; Medical education; Medicine; Political science","score_opus":0.02451020791919117,"score_gpt":0.338849651662428,"score_spread":0.3143394437432368,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2140212919","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995253,0.000030233818,0.000017560933,0.000027176271,0.0000017626008,0.0000032824494,0.000017731845,0.0000013813954,0.00037551278],"genre_scores_gemma":[0.999243,0.000030173498,0.00004196781,0.000010982843,0.000001949953,0.000009277121,0.0000437128,0.0000013614217,0.0006176848],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994097,0.00019965527,0.000039671955,0.000055073277,0.00012246387,0.00017342018],"domain_scores_gemma":[0.9901029,0.004075336,0.0023193918,0.00031427492,0.0008193509,0.0023687256],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015289999,0.00020743563,0.00027915984,0.0005895469,0.00037293407,0.0011412416,0.0002941531,0.00043246942,0.005498333],"category_scores_gemma":[0.007329093,0.0002146766,0.0006003541,0.0004007071,0.00044778813,0.0005552928,0.00064137054,0.001259885,0.0004258517],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00035796323,0.0011105895,0.9897223,0.000018371578,0.000039436625,0.00012279056,0.0017054115,0.000040195388,0.00047768478,0.00021435138,0.00012236305,0.0060685533],"study_design_scores_gemma":[0.000007745297,0.00038977532,0.99743915,0.000008942805,0.000027459932,0.000061833416,0.0013563513,0.00012512834,0.00029641856,0.000046501395,0.0002376757,0.0000029760367],"about_ca_topic_score_codex":0.0038587274,"about_ca_topic_score_gemma":0.0056347735,"teacher_disagreement_score":0.005498333,"about_ca_system_score_codex":0.00048290845,"about_ca_system_score_gemma":0.0008191789,"threshold_uncertainty_score":0.018393695},"labels":[],"label_agreement":null},{"id":"W2142615313","doi":"10.7202/007360ar","title":"Impact d’une stratégie d’intégration des TIC sur le sentiment d’autoefficacité d’enseignants du primaire et leur processus d’adoption d’une innovation","year":2004,"lang":"fr","type":"article","venue":"Revue des sciences de l éducation","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":24,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal; Université du Québec à Trois-Rivières; Université de Sherbrooke","funders":"","keywords":"Humanities; Political science; Philosophy","score_opus":0.21450815010198215,"score_gpt":0.3834178052312689,"score_spread":0.16890965512928674,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2142615313","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.91884005,0.00073358126,0.0071269264,0.0027530477,0.00010084497,0.00047745078,0.00017420178,0.00009430717,0.06969966],"genre_scores_gemma":[0.9784369,0.0004946737,0.007275855,0.00037189972,0.000034671244,0.0003323645,0.00014634535,0.000029700293,0.012877577],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99423754,0.0029351227,0.00028755798,0.00044619478,0.001192644,0.00090088445],"domain_scores_gemma":[0.9849257,0.0069024507,0.0020496496,0.0010044926,0.0026372091,0.0024804748],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007435928,0.0006995141,0.000600111,0.0011672676,0.0018354336,0.005323745,0.0006764305,0.0014813683,0.013764175],"category_scores_gemma":[0.0150441835,0.00030137307,0.0009908689,0.0013163353,0.0008909425,0.0023177676,0.0022331667,0.0011633481,0.001858372],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0031543926,0.0039430885,0.27017203,0.0020636823,0.00076151243,0.00081978395,0.06461474,0.007687348,0.029010043,0.041524045,0.0072238096,0.5690256],"study_design_scores_gemma":[0.0005592638,0.008545169,0.62509483,0.0008189339,0.0018609647,0.00048742935,0.102007166,0.019595169,0.030891294,0.023359943,0.18649094,0.00028895016],"about_ca_topic_score_codex":0.00957203,"about_ca_topic_score_gemma":0.014987262,"teacher_disagreement_score":0.013764175,"about_ca_system_score_codex":0.005535818,"about_ca_system_score_gemma":0.008692439,"threshold_uncertainty_score":0.04604572},"labels":[],"label_agreement":null},{"id":"W2144695834","doi":"10.7202/1015067ar","title":"Impact des TIC sur le sentiment de compétence professionnelle des enseignants du secondaire au Niger","year":2013,"lang":"fr","type":"article","venue":"Éducation et francophonie","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Université de Montréal","funders":"","keywords":"Humanities; Political science; Sociology; Philosophy","score_opus":0.04341260897944019,"score_gpt":0.3108141702986257,"score_spread":0.26740156131918547,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2144695834","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9888143,0.0003836874,0.000098853685,0.0008802868,0.000030594747,0.000010165783,0.000044896977,0.000001797068,0.009735392],"genre_scores_gemma":[0.99428314,0.00031767815,0.0000641223,0.000108617525,0.000007378866,0.000009448719,0.000028707205,0.0000020157042,0.005178903],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9985077,0.00055510557,0.000064600805,0.00011302494,0.00023557429,0.0005240109],"domain_scores_gemma":[0.996612,0.00089308573,0.0008020271,0.00007810121,0.00064070756,0.00097402825],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018313243,0.0002660608,0.00029353093,0.00080350915,0.003148295,0.00228948,0.00022890703,0.00056839385,0.007437839],"category_scores_gemma":[0.0034764793,0.00014005533,0.00018046971,0.00094458123,0.0017633765,0.0008351419,0.00209624,0.0010120681,0.00044058336],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00033622005,0.00013778877,0.61159676,0.00027875227,0.000037010333,0.0016524296,0.3305841,0.00017111072,0.0029493594,0.0064309966,0.0024537796,0.043371715],"study_design_scores_gemma":[0.000006196405,0.000092608665,0.61118495,0.00018357861,0.0000107600545,0.00022518494,0.36852488,0.00010705514,0.0003700286,0.00031290646,0.018960914,0.000020962487],"about_ca_topic_score_codex":0.113939166,"about_ca_topic_score_gemma":0.17957926,"teacher_disagreement_score":0.113939166,"about_ca_system_score_codex":0.005100351,"about_ca_system_score_gemma":0.004088326,"threshold_uncertainty_score":0.22655195},"labels":[],"label_agreement":null},{"id":"W2146383903","doi":"10.2466/pr0.94.3c.1375-1381","title":"Teachers' Instructional Efficacy and Teachers' Efficacy toward Integration of Information Technologies in the Classroom","year":2004,"lang":"en","type":"article","venue":"Psychological Reports","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Université du Québec à Montréal; Université de Sherbrooke; Université du Québec à Trois-Rivières","funders":"","keywords":"Psychology; Self-efficacy; Scale (ratio); Sample (material); Technology integration; Mathematics education; School teachers; Teaching method; Social psychology","score_opus":0.03923121925983387,"score_gpt":0.3584276239809103,"score_spread":0.31919640472107647,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2146383903","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9985911,0.00005549844,0.000046346322,0.0000198968,0.0000013627592,0.000003482504,0.000011232467,0.000002374483,0.0012686212],"genre_scores_gemma":[0.99951446,0.000047804842,0.00004566031,0.0000046922814,0.0000012672707,0.0000031250713,0.000017445866,0.0000010149647,0.00036443138],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9988487,0.00025648356,0.00005186348,0.00010174752,0.00051600544,0.00022506822],"domain_scores_gemma":[0.992397,0.0033149815,0.0017430035,0.00030450863,0.0013670537,0.00087338337],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020488484,0.00019030822,0.00023638067,0.0011073058,0.0005182827,0.001204545,0.0002458596,0.00027479138,0.0014626384],"category_scores_gemma":[0.009014203,0.00017648765,0.00021606601,0.00037024324,0.0006928959,0.00021947408,0.0003371792,0.00045285834,0.00016793578],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007350089,0.00020346763,0.9849127,0.000017436692,0.00003465118,0.00009881734,0.005185981,0.00013407323,0.0012291528,0.000198198,0.000108305045,0.00780367],"study_design_scores_gemma":[0.000004273582,0.000049844944,0.9969662,0.000012927236,0.00001537528,0.000042110172,0.0021370011,0.00012905378,0.00031736828,0.00003673808,0.00028492234,0.0000042225406],"about_ca_topic_score_codex":0.04950054,"about_ca_topic_score_gemma":0.081950605,"teacher_disagreement_score":0.04950054,"about_ca_system_score_codex":0.0010873646,"about_ca_system_score_gemma":0.0019239655,"threshold_uncertainty_score":0.09842479},"labels":[],"label_agreement":null},{"id":"W2148506505","doi":"10.21432/t2tp4v","title":"Preservice teachers’ preparedness to integrate computer technology into the curriculum","year":2008,"lang":"en","type":"article","venue":"Canadian Journal of Learning and Technology","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":27,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Curriculum; Preparedness; Mathematics education; Psychology; Pedagogy; Computer-Assisted Instruction; Political science","score_opus":0.010815807588965382,"score_gpt":0.27553486336075705,"score_spread":0.26471905577179167,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2148506505","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99159396,0.00035417837,0.00023293201,0.0005951367,0.000016597447,0.000033571603,0.000049090355,0.000020527174,0.007104022],"genre_scores_gemma":[0.99351466,0.0004958603,0.0004343741,0.00018163894,0.0000068500863,0.000018865561,0.00010500722,0.00000429449,0.0052383924],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994711,0.00005180847,0.000028190725,0.000054838296,0.00023716288,0.00015680607],"domain_scores_gemma":[0.99465585,0.0007733288,0.0009782768,0.00031034104,0.0019799613,0.001302356],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008612087,0.000098993914,0.00011586894,0.000676769,0.0012275478,0.0019688976,0.00054730684,0.0005934456,0.0051508266],"category_scores_gemma":[0.00512006,0.00021029313,0.00016392033,0.0005135309,0.00048326232,0.00045898664,0.0007822639,0.00082406,0.00087863114],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006911757,0.0006040333,0.85049003,0.0001791155,0.00001557543,0.00069734844,0.026018476,0.00031754703,0.007799988,0.00055030466,0.0036220767,0.10963622],"study_design_scores_gemma":[0.000015312959,0.00033676816,0.9309032,0.0002489022,0.000018806253,0.0004834274,0.035932932,0.00027876467,0.0023698309,0.0003141636,0.029070191,0.000027668855],"about_ca_topic_score_codex":0.051747307,"about_ca_topic_score_gemma":0.0975534,"teacher_disagreement_score":0.051747307,"about_ca_system_score_codex":0.0011836191,"about_ca_system_score_gemma":0.0059914486,"threshold_uncertainty_score":0.10289222},"labels":[],"label_agreement":null},{"id":"W2149852996","doi":"10.24908/pceea.v0i0.4010","title":"FOSTERING COLLABORATION IN ENGINEERING DESIGN EDUCATION","year":2011,"lang":"en","type":"article","venue":"Proceedings of the Canadian Engineering Education Association (CEEA)","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Guelph","funders":"Natural Sciences and Engineering Research Council of Canada","keywords":"Engineering education; Medical education; Psychology; Engineering; Mathematics education; Engineering management; Medicine","score_opus":0.024937633854318512,"score_gpt":0.2585662704650965,"score_spread":0.23362863661077798,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2149852996","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.84628654,0.0037494649,0.029329665,0.011057605,0.00043125983,0.00032982955,0.000022949785,0.00036197083,0.108430624],"genre_scores_gemma":[0.9658105,0.0011481709,0.025325175,0.0007659755,0.000080921964,0.00020765213,0.000016546688,0.00003144966,0.0066136178],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9896479,0.006678893,0.0002090767,0.00075426017,0.0016637816,0.0010460955],"domain_scores_gemma":[0.9824243,0.008248615,0.0019679388,0.0009616769,0.0010174268,0.0053799814],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008848672,0.0005157969,0.00040317452,0.0014354249,0.0042237104,0.004179913,0.0011568591,0.0014100134,0.004333201],"category_scores_gemma":[0.014696526,0.00044476136,0.0004374647,0.00077056,0.0021047737,0.002201859,0.01061384,0.0018437683,0.0007603749],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023963209,0.006474393,0.037066042,0.0010632966,0.000058264428,0.001145978,0.1270685,0.0012013803,0.011284884,0.04503342,0.01616638,0.75319797],"study_design_scores_gemma":[0.0006725812,0.0071079633,0.10203213,0.0031308671,0.00013547807,0.0037245282,0.121292956,0.005085698,0.014833283,0.15307198,0.5887216,0.00019090991],"about_ca_topic_score_codex":0.0005184974,"about_ca_topic_score_gemma":0.0014693864,"teacher_disagreement_score":0.008848672,"about_ca_system_score_codex":0.0018085282,"about_ca_system_score_gemma":0.004706817,"threshold_uncertainty_score":0.0467968},"labels":[],"label_agreement":null},{"id":"W2157315767","doi":"10.5539/ies.v7n8p11","title":"Teachers’ Technology Use and the Change of Their Pedagogical Beliefs in Korean Educational Context","year":2014,"lang":"en","type":"article","venue":"International Education Studies","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Technology integration; Context (archaeology); Structural equation modeling; Affect (linguistics); Psychology; Educational technology; Mathematics education; Teacher education; Pedagogy; Attitude change","score_opus":0.21872428748376144,"score_gpt":0.44809073248506925,"score_spread":0.22936644500130782,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2157315767","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99889886,0.00011419155,0.00008967982,0.00006590509,0.0000028577508,0.0000035350997,0.0000105531035,0.0000014423852,0.00081289816],"genre_scores_gemma":[0.99957913,0.000086007596,0.000053911823,0.000021890424,9.790373e-7,0.0000026654902,0.000011020695,0.0000010268346,0.00024349408],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9993231,0.00019734788,0.00008285231,0.00011445979,0.00013741123,0.00014494114],"domain_scores_gemma":[0.99759114,0.00072847,0.0009080177,0.0001234198,0.00032326014,0.00032580047],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010185844,0.0002383462,0.00021105303,0.00062658073,0.0006465566,0.0014889785,0.00021126845,0.00037761542,0.0012679193],"category_scores_gemma":[0.0031472568,0.00025111568,0.000318935,0.00043788736,0.0008085619,0.0008468469,0.0008568248,0.0005366658,0.00015398879],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008186325,0.000216164,0.8995586,0.0001180865,0.000047392186,0.0005329177,0.07809107,0.000113137205,0.004361986,0.00039376886,0.000168554,0.016316418],"study_design_scores_gemma":[0.000008794502,0.00014114278,0.91732824,0.00006105858,0.00004934711,0.00033339477,0.07826772,0.00024392056,0.0009372724,0.00017671964,0.002425635,0.000026788497],"about_ca_topic_score_codex":0.0048593176,"about_ca_topic_score_gemma":0.008411327,"teacher_disagreement_score":0.0048593176,"about_ca_system_score_codex":0.0007717163,"about_ca_system_score_gemma":0.00061361486,"threshold_uncertainty_score":0.009662092},"labels":[],"label_agreement":null},{"id":"W2159574644","doi":"10.5539/ies.v6n12p64","title":"Teacher’s Professional Use of Information and Communication Technology in Secondary Schools in Tamil Nadu, India","year":2013,"lang":"en","type":"article","venue":"International Education Studies","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Tamil; Information and Communications Technology; Data collection; The Internet; Descriptive statistics; Significant difference; Psychology; Mathematics education; Medical education; Sociology; Social science; Mathematics; Computer science; Medicine; Statistics","score_opus":0.041664692137081454,"score_gpt":0.39462338226980503,"score_spread":0.3529586901327236,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2159574644","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9987406,0.00008394067,0.000017252383,0.00006393822,0.0000023375653,0.00000266363,0.00002126084,0.0000041342428,0.0010639661],"genre_scores_gemma":[0.9994511,0.00009334769,0.00003215306,0.000013727604,0.000001159413,0.0000027070025,0.000015039915,8.571818e-7,0.00038988033],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993961,0.00014720135,0.000060008402,0.00007305463,0.00017661182,0.00014705936],"domain_scores_gemma":[0.99765646,0.0007435963,0.0006272649,0.00008277166,0.00036632502,0.0005235836],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00047415096,0.00017616435,0.00016957609,0.001095821,0.0009819714,0.00122099,0.00031946754,0.0002728327,0.001442842],"category_scores_gemma":[0.0020899763,0.00026969585,0.00016963964,0.0008565794,0.0005785338,0.0003859565,0.0005900366,0.00032098117,0.00035747382],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000068570545,0.0002082321,0.8879226,0.00015072916,0.00001127154,0.0010614763,0.08934756,0.00009647521,0.00203639,0.00025524446,0.00069405336,0.018147385],"study_design_scores_gemma":[0.0000030016402,0.00015828096,0.9443371,0.000047107616,0.00001069908,0.00049842685,0.05264462,0.00011484904,0.00036019855,0.000025187253,0.0017890987,0.0000114248805],"about_ca_topic_score_codex":0.015252252,"about_ca_topic_score_gemma":0.031855475,"teacher_disagreement_score":0.015252252,"about_ca_system_score_codex":0.00080424646,"about_ca_system_score_gemma":0.0011218031,"threshold_uncertainty_score":0.030326962},"labels":[],"label_agreement":null},{"id":"W2159817807","doi":"10.2190/8ryv-9jwh-xqmb-qf41","title":"Underrepresentation of Girls and Women in Computer Science: Classification of 1990s Research","year":2000,"lang":"en","type":"article","venue":"Journal of Educational Computing Research","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":80,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McMaster University","funders":"","keywords":"Generalizability theory; Categorization; Mathematics education; Computer science; Psychology; Developmental psychology; Artificial intelligence","score_opus":0.23157108504336996,"score_gpt":0.5479924014405309,"score_spread":0.31642131639716087,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2159817807","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97664714,0.0071200654,0.00029568333,0.0022361928,0.00013921851,0.00006168241,0.00096478045,0.000011273339,0.012523961],"genre_scores_gemma":[0.9886995,0.006207465,0.00017414679,0.00083701656,0.00011380162,0.0000532151,0.0007753044,0.000019523695,0.0031199467],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.996648,0.0007582476,0.00032010837,0.0004969922,0.0009155166,0.0008611128],"domain_scores_gemma":[0.99157226,0.0016664071,0.003475624,0.00038747734,0.0016241431,0.0012741596],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0037998126,0.0002577807,0.0005395354,0.008898325,0.0015936224,0.002093923,0.00064493186,0.00046358135,0.003668303],"category_scores_gemma":[0.011042054,0.00021800456,0.00031674115,0.005587691,0.0011515893,0.001526957,0.002499878,0.0005126281,0.0007645593],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015140101,0.000045311062,0.9215415,0.00015310054,0.00003959193,0.00026967534,0.026811773,0.000018385726,0.0010932236,0.0022136301,0.002812552,0.04484989],"study_design_scores_gemma":[0.000008368398,0.000106607455,0.9374018,0.0002973734,0.00002503095,0.00052242744,0.039939273,0.000055908273,0.00033863078,0.00053917995,0.020754062,0.000011290319],"about_ca_topic_score_codex":0.022641316,"about_ca_topic_score_gemma":0.034949634,"teacher_disagreement_score":0.022641316,"about_ca_system_score_codex":0.0014083748,"about_ca_system_score_gemma":0.0018439507,"threshold_uncertainty_score":0.04501903},"labels":[],"label_agreement":null},{"id":"W2160520196","doi":"10.1111/j.1365-2729.2009.00328.x","title":"Characteristics of students assigned to technology‐based instruction","year":2009,"lang":"en","type":"article","venue":"Journal of Computer Assisted Learning","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Trent University; University of Toronto","funders":"Division of Mathematical Sciences","keywords":"Mathematics education; Dysfunctional family; Psychology; Class (philosophy); Educational technology; Test (biology); Academic achievement; Technology integration; Achievement test; Standardized test; Computer science","score_opus":0.017091036721592096,"score_gpt":0.3322036578336368,"score_spread":0.31511262111204474,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2160520196","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99961853,0.000020232352,0.000026552802,0.00001685171,0.0000037194236,0.0000058568567,0.00003171566,0.0000020594255,0.0002744653],"genre_scores_gemma":[0.99937254,0.00001675578,0.000023089282,0.000013460976,0.0000022378972,0.000011693806,0.000050871207,0.0000013321641,0.0005079417],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994986,0.00006713957,0.00005590852,0.000080985854,0.0001514681,0.0001459249],"domain_scores_gemma":[0.99765116,0.0003718432,0.0006921076,0.000081905804,0.00030788776,0.00089513673],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00033781308,0.00018432263,0.00038098072,0.0008780002,0.0005680196,0.0011818497,0.00032152055,0.00054357847,0.00422099],"category_scores_gemma":[0.003154387,0.00015200156,0.000287378,0.00057686045,0.00032873498,0.00042528717,0.0006428892,0.0005840228,0.0007937741],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016426099,0.0008412296,0.9881358,0.000014465054,0.00001738288,0.00020716032,0.0022145277,0.00007523428,0.0013407408,0.000072731425,0.00017547917,0.0067408937],"study_design_scores_gemma":[0.000012527289,0.0007068711,0.993508,0.000010459987,0.000010992677,0.00021439538,0.0041238214,0.00029996302,0.00039445775,0.0000670793,0.0006394431,0.0000120956365],"about_ca_topic_score_codex":0.0027054008,"about_ca_topic_score_gemma":0.0021697402,"teacher_disagreement_score":0.00422099,"about_ca_system_score_codex":0.00027547052,"about_ca_system_score_gemma":0.00039721993,"threshold_uncertainty_score":0.014120638},"labels":[],"label_agreement":null},{"id":"W2161193632","doi":"10.2190/j111-q132-n166-k249","title":"The Impact of Preservice Teachers' Emotions on Computer Use: A Formative Analysis","year":2007,"lang":"en","type":"article","venue":"Journal of Educational Computing Research","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Sadness; Anger; Coursework; Laptop; Happiness; Psychology; Anxiety; Formative assessment; Field (mathematics); Mathematics education; Social psychology; Computer science","score_opus":0.1131014281085638,"score_gpt":0.5248743774077687,"score_spread":0.4117729492992048,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2161193632","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9962907,0.00006618048,0.0009001975,0.000056133664,0.000012625312,0.0003514298,0.00023826667,0.000017316053,0.002067173],"genre_scores_gemma":[0.99098337,0.00021403257,0.0023774707,0.000098174765,0.000047229194,0.002383414,0.00072989834,0.000021716509,0.0031445737],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9971028,0.0013474898,0.00035923586,0.0001521624,0.0007208433,0.00031758554],"domain_scores_gemma":[0.96377724,0.02772239,0.0020771497,0.0016889869,0.004138948,0.00059527654],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006470632,0.00055114325,0.0006373221,0.002799135,0.0012682091,0.0013187075,0.0007680085,0.0005163752,0.0025454538],"category_scores_gemma":[0.026986616,0.00031244897,0.00076798873,0.0015768846,0.00094595156,0.00065722415,0.0014293527,0.0009619138,0.00047165362],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0030327688,0.007978925,0.5184307,0.001174516,0.00024305272,0.0007047365,0.15484723,0.0013541027,0.022430079,0.0010652129,0.002692218,0.28604645],"study_design_scores_gemma":[0.000118502285,0.004674804,0.9136929,0.00015158496,0.0001374555,0.00028806014,0.06494125,0.0008951026,0.0104542365,0.00042764435,0.004158422,0.000060147697],"about_ca_topic_score_codex":0.0013434726,"about_ca_topic_score_gemma":0.0022067954,"teacher_disagreement_score":0.006470632,"about_ca_system_score_codex":0.0011260788,"about_ca_system_score_gemma":0.0010113573,"threshold_uncertainty_score":0.034220397},"labels":[],"label_agreement":null},{"id":"W2164625619","doi":"10.28945/2945","title":"The Emotional State of Technology Acceptance","year":2006,"lang":"en","type":"article","venue":"Informing Science and IT Education Conference","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":102,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Affect (linguistics); Anxiety; Perception; Usability; Psychology; Technology acceptance model; Scale (ratio); Social psychology; Applied psychology; Computer science; Human–computer interaction","score_opus":0.016521084006757027,"score_gpt":0.3230204435253126,"score_spread":0.3064993595185556,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2164625619","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9880954,0.00037495085,0.0003823946,0.0002956013,0.000032778906,0.00003202343,0.000081356666,0.000012497503,0.010692949],"genre_scores_gemma":[0.99893755,0.00017851716,0.0001162561,0.000100815465,0.000014048869,0.000020258327,0.00004003086,0.000001684348,0.0005908602],"study_design_codex":"observational","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99922156,0.0003338402,0.000052667925,0.000061578445,0.00022526864,0.00010509969],"domain_scores_gemma":[0.9965994,0.0013370125,0.0009410898,0.00015463948,0.0004821126,0.00048579002],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008701423,0.00020291285,0.00026325663,0.00065253134,0.0003328482,0.0015148433,0.00017515503,0.00056377286,0.002921149],"category_scores_gemma":[0.0056839585,0.0001134223,0.00039994367,0.0002940592,0.0005503789,0.0003954811,0.00072532083,0.00082597346,0.00031323757],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010434821,0.0016736845,0.7997033,0.0004724595,0.0006576219,0.00089459005,0.025770761,0.00053226034,0.022628445,0.0026280226,0.0025267904,0.14146858],"study_design_scores_gemma":[0.000019331057,0.00065771997,0.98776966,0.000051186486,0.00009053958,0.00062910304,0.0067038345,0.00039358824,0.0007746325,0.0006378809,0.0022310214,0.00004152825],"about_ca_topic_score_codex":0.00037806155,"about_ca_topic_score_gemma":0.00037580726,"teacher_disagreement_score":0.002921149,"about_ca_system_score_codex":0.0002612476,"about_ca_system_score_gemma":0.0001513457,"threshold_uncertainty_score":0.0097721815},"labels":[],"label_agreement":null},{"id":"W2165463072","doi":"10.5539/ies.v5n6p229","title":"Effects of Demographic Characteristics, Educational Background, and Supporting Factors on ICT Readiness of Technical and Vocational Teachers in Malaysia","year":2012,"lang":"en","type":"article","venue":"International Education Studies","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":40,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Information and Communications Technology; Vocational education; Psychology; Medical education; Mathematics education; Pedagogy; Medicine; Political science","score_opus":0.0465423546495603,"score_gpt":0.4077836679230939,"score_spread":0.3612413132735336,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2165463072","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996811,0.000041847255,0.000010006485,0.000028553466,0.0000012696777,0.0000019978436,0.00002093753,6.266716e-7,0.00021354102],"genre_scores_gemma":[0.9997383,0.00004167711,0.00001626082,0.0000076882125,0.0000012133814,0.0000028231934,0.00002736076,5.311934e-7,0.00016424114],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99961436,0.00010156405,0.000043958637,0.000046213027,0.000084147694,0.00010969885],"domain_scores_gemma":[0.9973066,0.0005746263,0.0009220476,0.00007393583,0.0002355291,0.00088724267],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00067561195,0.0001413263,0.00018057591,0.00060046394,0.00037578988,0.00055541744,0.00013777598,0.00020611015,0.0019076195],"category_scores_gemma":[0.0027832375,0.00018933447,0.00021429398,0.00035268295,0.00028342765,0.0004299614,0.00035314777,0.00038544653,0.0002821524],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003706333,0.0000814869,0.99605906,0.000008006264,0.0000064440146,0.000089766225,0.001052898,0.000021732296,0.0001814914,0.00002178922,0.000045711055,0.002394548],"study_design_scores_gemma":[0.0000013940388,0.00006849934,0.99714464,0.000009608773,0.000003305783,0.00008799097,0.0024741527,0.000038559705,0.000046370064,0.000009978935,0.00011309919,0.0000024753597],"about_ca_topic_score_codex":0.007458564,"about_ca_topic_score_gemma":0.014394576,"teacher_disagreement_score":0.007458564,"about_ca_system_score_codex":0.00030961417,"about_ca_system_score_gemma":0.0007317387,"threshold_uncertainty_score":0.014830291},"labels":[],"label_agreement":null},{"id":"W2165509962","doi":"10.5539/elt.v5n4p108","title":"Multivariate Effects of Level of Education, Computer Ownership, and Computer Use on Female Students’ Attitudes towards CALL","year":2012,"lang":"en","type":"article","venue":"English Language Teaching","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Exhibition; Positive attitude; Value (mathematics); Social psychology; Sample (material); Mathematics education; Mathematics","score_opus":0.05285072973163399,"score_gpt":0.3669680618566104,"score_spread":0.3141173321249764,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2165509962","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993783,0.000039756003,0.000040346964,0.000024516567,0.000004495801,0.0000036531717,0.000027884134,0.0000012674897,0.0004796928],"genre_scores_gemma":[0.9996209,0.000025611393,0.000025697564,0.000007702993,0.0000054438774,0.000004186691,0.000034900157,9.621705e-7,0.0002744021],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9992562,0.00024642755,0.000057851972,0.000094595736,0.00018029509,0.00016452886],"domain_scores_gemma":[0.99550253,0.002062965,0.0011285744,0.00025630294,0.0002634112,0.00078611716],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008523275,0.00032165786,0.0002941074,0.0005660343,0.00047124448,0.0007343073,0.00023582533,0.00038102665,0.0064513474],"category_scores_gemma":[0.003789124,0.00016514353,0.000786774,0.00044633046,0.00044444983,0.00031443586,0.00035493172,0.0006442149,0.00044422026],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013421151,0.00012104343,0.9968221,0.0000058038427,0.000047513575,0.000070899405,0.00039334132,0.00002395418,0.00023476005,0.000030717907,0.000043848977,0.002071777],"study_design_scores_gemma":[0.0000028643587,0.00018563257,0.99856526,0.000004299051,0.000026921367,0.00008464251,0.00079263945,0.00013408819,0.00007073941,0.000017566132,0.000112872774,0.0000025082886],"about_ca_topic_score_codex":0.003247522,"about_ca_topic_score_gemma":0.003594752,"teacher_disagreement_score":0.0064513474,"about_ca_system_score_codex":0.00022055084,"about_ca_system_score_gemma":0.00034804505,"threshold_uncertainty_score":0.021581888},"labels":[],"label_agreement":null},{"id":"W2167527058","doi":"10.7202/1015060ar","title":"Sources d’influence de l’autoefficacité relative à un enseignement intégrant les TIC chez des enseignants du primaire","year":2013,"lang":"fr","type":"article","venue":"Éducation et francophonie","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Université du Québec à Trois-Rivières","funders":"","keywords":"Humanities; Political science; Physics; Philosophy","score_opus":0.024616618328985963,"score_gpt":0.2678858614547952,"score_spread":0.24326924312580925,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2167527058","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9744917,0.002880112,0.0011167557,0.0023982,0.00008848526,0.000048995047,0.00024678995,0.000029179622,0.018699579],"genre_scores_gemma":[0.99311537,0.0011846476,0.0006958813,0.00030363977,0.00003235928,0.00005290556,0.00012825223,0.000021523716,0.0044655013],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99433136,0.0022321017,0.00031515482,0.0005926728,0.0017224576,0.0008062863],"domain_scores_gemma":[0.96374667,0.016471077,0.006888709,0.0013786842,0.006291439,0.0052234344],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004944193,0.0005522165,0.0007155641,0.0017522909,0.0027541353,0.0046110013,0.0008084005,0.0009307546,0.011301594],"category_scores_gemma":[0.022528665,0.0002647894,0.00069037534,0.0015535946,0.0019644941,0.0017338118,0.0032806918,0.0017846354,0.001185823],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00048664876,0.0004668049,0.78655374,0.00080093456,0.00042042497,0.0014561369,0.097868025,0.00036049823,0.00147611,0.0051674363,0.0039017834,0.10104137],"study_design_scores_gemma":[0.000016469003,0.00018382799,0.9083214,0.00050867675,0.00023290663,0.00042279245,0.06882751,0.0003064076,0.00067035604,0.0020898483,0.01836426,0.000055476183],"about_ca_topic_score_codex":0.028782606,"about_ca_topic_score_gemma":0.051575277,"teacher_disagreement_score":0.028782606,"about_ca_system_score_codex":0.004704877,"about_ca_system_score_gemma":0.0061656423,"threshold_uncertainty_score":0.057230175},"labels":[],"label_agreement":null},{"id":"W2178619973","doi":"10.5539/ies.v8n12p203","title":"Toward Digital Citizenship: Examining Factors Affecting Participation and Involvement in the Internet Society among Higher Education Students","year":2015,"lang":"en","type":"article","venue":"International Education Studies","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":106,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"The Internet; Psychology; Citizenship; Higher education; Citizenship education; Computer-mediated communication; Descriptive statistics; Computer-assisted web interviewing; Mathematics education; Medical education; Social psychology; Pedagogy; Political science; Computer science","score_opus":0.26737582637786694,"score_gpt":0.45404115097101644,"score_spread":0.1866653245931495,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2178619973","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99921787,0.000023986804,0.000025287802,0.000056583274,0.000002450399,0.000007630085,0.000014800591,7.351352e-7,0.00065048557],"genre_scores_gemma":[0.9995316,0.000037792874,0.0000389575,0.000018880864,0.000002670121,0.000008395921,0.000026230415,4.773304e-7,0.00033500278],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9990876,0.0002718019,0.00008684776,0.00008313224,0.00021760559,0.00025311875],"domain_scores_gemma":[0.99527645,0.0012416312,0.0014037753,0.0001410308,0.0004849412,0.001452124],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017247866,0.00022790873,0.00028378377,0.001149922,0.0009485503,0.0021516401,0.0003654555,0.0006734475,0.003709113],"category_scores_gemma":[0.0045041745,0.00017840427,0.0004746271,0.0008791722,0.0006730446,0.00086932105,0.0011260841,0.00085835985,0.00039121052],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002533978,0.000450506,0.9857954,0.000022723749,0.00001639991,0.00006480818,0.007080418,0.000025517314,0.00020655105,0.00008552665,0.00011064815,0.0061161364],"study_design_scores_gemma":[0.000002377857,0.00017264669,0.9738971,0.000021171913,0.000013428431,0.000082479535,0.024797227,0.00016638586,0.00012799045,0.000060456216,0.00065129215,0.0000073175156],"about_ca_topic_score_codex":0.0034162044,"about_ca_topic_score_gemma":0.0048595592,"teacher_disagreement_score":0.003709113,"about_ca_system_score_codex":0.00049039535,"about_ca_system_score_gemma":0.00075715507,"threshold_uncertainty_score":0.012408197},"labels":[],"label_agreement":null},{"id":"W2184883347","doi":"10.29173/irie243","title":"The Internet in island communities in Croatia: between governmentstrategies and reality","year":2004,"lang":"en","type":"article","venue":"The International Review of Information Ethics","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Government (linguistics); The Internet; Public relations; Action (physics); Rural area; Action plan; State (computer science); Plan (archaeology); Political science; Economic growth; Business; Public administration; Geography; Management","score_opus":0.07744755982000467,"score_gpt":0.39470880929689806,"score_spread":0.3172612494768934,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2184883347","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.85163575,0.010459944,0.0008292915,0.021792132,0.00017002954,0.000022745297,0.000050985665,0.000016862778,0.11502219],"genre_scores_gemma":[0.9966846,0.0013883765,0.00014384936,0.00033044818,0.00001810243,0.000004537228,0.0000103845205,0.0000042051756,0.0014155289],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9981026,0.001173918,0.000069514106,0.000118407384,0.0002339209,0.0003017206],"domain_scores_gemma":[0.9977831,0.000948757,0.0004018221,0.000121596284,0.00032577306,0.00041896565],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018757158,0.000098303826,0.00018314432,0.0013764014,0.0043075033,0.007884032,0.00044481797,0.0010322148,0.0017420382],"category_scores_gemma":[0.0025862076,0.00014822352,0.0001023219,0.0012957563,0.009049383,0.004359724,0.003416667,0.0013687244,0.00014007455],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021398511,0.0003037556,0.11904733,0.00061036606,0.000027234812,0.0033538328,0.36111805,0.0005038407,0.0011348332,0.34902123,0.011910055,0.15275556],"study_design_scores_gemma":[0.0000231954,0.00009332186,0.1673086,0.0013568498,0.000025551686,0.0020532042,0.62660456,0.0007194713,0.00039559585,0.026204921,0.1751538,0.000060899732],"about_ca_topic_score_codex":0.026328614,"about_ca_topic_score_gemma":0.037092607,"teacher_disagreement_score":0.026328614,"about_ca_system_score_codex":0.003979264,"about_ca_system_score_gemma":0.0034522912,"threshold_uncertainty_score":0.05235076},"labels":[],"label_agreement":null},{"id":"W2188858094","doi":"10.28945/1677","title":"Development of Iranian Computer Attitude Scale","year":2012,"lang":"en","type":"article","venue":"Informing Science and IT Education Conference","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Multidisciplinary approach; Scale (ratio); Association (psychology); Computer science; Engineering ethics; Management science; Data science; Psychology; Sociology; Social science; Engineering; Geography","score_opus":0.04936852390430192,"score_gpt":0.3596742249786589,"score_spread":0.310305701074357,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2188858094","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9127968,0.0014547876,0.008505227,0.0017909526,0.00068431674,0.00322838,0.0034849832,0.00026769392,0.06778686],"genre_scores_gemma":[0.9469008,0.0013799046,0.028805617,0.0008658447,0.00020106253,0.004697912,0.004653464,0.000056824138,0.012438658],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9983999,0.0002931621,0.00020548132,0.000105489846,0.0008719453,0.00012403465],"domain_scores_gemma":[0.9973271,0.00042635377,0.000327223,0.00010377127,0.0016510418,0.00016457636],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024209323,0.00059998746,0.00040859918,0.0017117091,0.00074653886,0.0007573568,0.0007464073,0.00043424265,0.0040930505],"category_scores_gemma":[0.0068752063,0.00023299029,0.0007663786,0.0010858161,0.00038242823,0.00064017996,0.0008647796,0.0010816338,0.001217855],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006032591,0.0014292975,0.5275952,0.0005418931,0.00029959617,0.00022606696,0.005855983,0.0014645424,0.003789588,0.0063086427,0.032166597,0.4197194],"study_design_scores_gemma":[0.00025908116,0.0016665922,0.8962697,0.00024723157,0.00017816765,0.0006695087,0.005007815,0.0028721911,0.0029015008,0.00287443,0.086965926,0.000087961664],"about_ca_topic_score_codex":0.003313676,"about_ca_topic_score_gemma":0.004482427,"teacher_disagreement_score":0.0040930505,"about_ca_system_score_codex":0.00089181174,"about_ca_system_score_gemma":0.0016293048,"threshold_uncertainty_score":0.013692617},"labels":[],"label_agreement":null},{"id":"W2207503804","doi":"","title":"The Information Revolution and The Future Role of Educators","year":2001,"lang":"en","type":"article","venue":"Society for Information Technology & Teacher Education International Conference","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Political science; Public relations; Sociology; Engineering ethics; Engineering","score_opus":0.007970641498876087,"score_gpt":0.29222303613875333,"score_spread":0.2842523946398772,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2207503804","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.029522642,0.042170003,0.0010507515,0.53989244,0.0019813268,0.000010994005,0.000058065238,0.00004393871,0.3852698],"genre_scores_gemma":[0.84624267,0.024896486,0.00085126946,0.042642742,0.0029107004,0.000039622588,0.000044669698,0.0000586919,0.08231328],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99513394,0.0025033425,0.00009482439,0.00028189766,0.00066219526,0.0013238317],"domain_scores_gemma":[0.990288,0.0041462793,0.0006421987,0.00036922924,0.00090193865,0.0036523503],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00680465,0.00031265843,0.0003955467,0.0012508824,0.0082099065,0.015390346,0.00083782733,0.0058914823,0.019311357],"category_scores_gemma":[0.009114451,0.00020606654,0.00029028923,0.0013907374,0.023584366,0.015682584,0.005413805,0.006436952,0.0018477197],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000043384174,0.00005676599,0.0012814143,0.0000635624,0.0000027696858,0.00011766226,0.016646922,0.00006132566,0.00009402295,0.9159241,0.03594281,0.029765204],"study_design_scores_gemma":[0.000025724625,0.000038600738,0.0016993075,0.00035634657,0.000003843641,0.00017504542,0.029716771,0.00009281213,0.00009431481,0.20773767,0.7600405,0.00001913428],"about_ca_topic_score_codex":0.007406901,"about_ca_topic_score_gemma":0.013130123,"teacher_disagreement_score":0.019311357,"about_ca_system_score_codex":0.006096036,"about_ca_system_score_gemma":0.0101512475,"threshold_uncertainty_score":0.06460297},"labels":[],"label_agreement":null},{"id":"W2208312832","doi":"","title":"Teacher Candidates’ Needs, Expectations of, and Attitudes toward Information and Communication Technologies (ICT) Learning and Integration","year":2008,"lang":"en","type":"article","venue":"Society for Information Technology & Teacher Education International Conference","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Windsor","funders":"","keywords":"Information and Communications Technology; Technology integration; Psychology; Pedagogy; Educational technology; Mathematics education; Computer science; Knowledge management; World Wide Web","score_opus":0.03149758968754003,"score_gpt":0.3349812911329625,"score_spread":0.30348370144542247,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2208312832","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.998256,0.00002217334,0.000034271612,0.00019832894,0.00000805741,0.000010789802,0.00003374794,0.0000022947918,0.001434256],"genre_scores_gemma":[0.9970573,0.00003366045,0.000052317115,0.000060718383,0.0000049492214,0.000027125925,0.00007533535,0.0000032634894,0.0026852733],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9983523,0.00044109306,0.0001295942,0.00010681193,0.00037685104,0.00059341517],"domain_scores_gemma":[0.9890856,0.0020548643,0.0023759862,0.00025828212,0.0018182378,0.004407023],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024553966,0.00022949469,0.0003802322,0.0012406157,0.0021079106,0.0032253175,0.00032413442,0.0010951547,0.0076286644],"category_scores_gemma":[0.012156122,0.00041689887,0.00048387764,0.00065321545,0.0008576412,0.00086199533,0.0013272561,0.001408242,0.0020681345],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00074620947,0.0017678221,0.93447995,0.000059668262,0.000027054964,0.00096797466,0.046664856,0.00018372039,0.0016572456,0.0005389887,0.00169391,0.011212512],"study_design_scores_gemma":[0.00006231393,0.0010669159,0.86360025,0.00005344244,0.000024668856,0.0006601933,0.1281962,0.00077402906,0.00096748647,0.00030499167,0.004237254,0.000052149615],"about_ca_topic_score_codex":0.00615819,"about_ca_topic_score_gemma":0.008695936,"teacher_disagreement_score":0.0076286644,"about_ca_system_score_codex":0.0008797864,"about_ca_system_score_gemma":0.0014166941,"threshold_uncertainty_score":0.025520384},"labels":[],"label_agreement":null},{"id":"W2213917935","doi":"","title":"Workforce Literacy Participants' Experience with Technology","year":2004,"lang":"en","type":"article","venue":"Society for Information Technology & Teacher Education International Conference","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Acadia University","funders":"","keywords":"Workforce; Literacy; Medical education; Psychology; Adult literacy; Pedagogy; Medicine; Political science","score_opus":0.03501416934982479,"score_gpt":0.375701361127439,"score_spread":0.3406871917776142,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2213917935","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9878576,0.00016265997,0.00081331225,0.0010135784,0.000039536928,0.00004463561,0.000053392396,0.00002288309,0.009992337],"genre_scores_gemma":[0.99265254,0.0003150319,0.00034654274,0.00026220357,0.00002086815,0.00011098302,0.000045155488,0.000014706135,0.0062320107],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9981895,0.0009979876,0.000071195325,0.00012255371,0.00030196825,0.00031682997],"domain_scores_gemma":[0.9945862,0.0035338278,0.00034246215,0.00015145767,0.00044931608,0.00093663647],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031066786,0.00031733507,0.00042453074,0.00073306134,0.0028761413,0.003593196,0.0005379092,0.0015589234,0.008726205],"category_scores_gemma":[0.0135463765,0.00026748615,0.00037677184,0.00044988113,0.0015610363,0.0021899731,0.0039380887,0.0016005969,0.00089512503],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009711469,0.00016323256,0.017911993,0.00015619508,0.000007648926,0.0018726354,0.9578404,0.00005130206,0.0022238777,0.0008538851,0.00092710095,0.017894588],"study_design_scores_gemma":[0.000024459034,0.0006844372,0.016373394,0.00023201304,0.000032494427,0.0033456874,0.94229716,0.00019154562,0.0014084647,0.0005047234,0.034851696,0.000053843723],"about_ca_topic_score_codex":0.0015578957,"about_ca_topic_score_gemma":0.0015227224,"teacher_disagreement_score":0.008726205,"about_ca_system_score_codex":0.00047960822,"about_ca_system_score_gemma":0.00096097065,"threshold_uncertainty_score":0.02919209},"labels":[],"label_agreement":null},{"id":"W2218194366","doi":"","title":"Recreational vs. Educational Computer Experience: Predicting Explicit and Implicit Learning Outcomes During a Website Search","year":2008,"lang":"en","type":"article","venue":"Society for Information Technology & Teacher Education International Conference","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Recreation; Psychology; Computer science; Social psychology; Applied psychology; Political science","score_opus":0.028614236590893728,"score_gpt":0.34485699389767716,"score_spread":0.3162427573067834,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2218194366","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990152,0.0000578067,0.000050530423,0.000053408847,0.0000054718043,0.0000100437555,0.000084333544,0.000005795074,0.00071742426],"genre_scores_gemma":[0.9985274,0.000115491006,0.00024243406,0.000044044795,0.000014754594,0.00001716804,0.00021175886,0.000008028836,0.0008188009],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99903333,0.0002943881,0.00017031979,0.00011324178,0.0002484359,0.00014027678],"domain_scores_gemma":[0.9452906,0.035561666,0.01020446,0.0020224156,0.0021438969,0.0047770906],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020568527,0.00032994096,0.00037387334,0.0009280815,0.0005061388,0.002322557,0.0008199895,0.0021974684,0.005350808],"category_scores_gemma":[0.03334431,0.00034889983,0.0004839199,0.00076672045,0.00056991226,0.0019863453,0.00092119,0.0014088403,0.0011899819],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0012909594,0.002535873,0.98555136,0.000053209456,0.00011565592,0.00007118291,0.0005931686,0.00034600077,0.00087576977,0.00010960635,0.00019178483,0.008265384],"study_design_scores_gemma":[0.000038050413,0.001135624,0.99326974,0.000031342428,0.00011644158,0.00016190675,0.0006875911,0.0034644534,0.00061897154,0.00022004936,0.0002278218,0.000028031312],"about_ca_topic_score_codex":0.0055804756,"about_ca_topic_score_gemma":0.010209141,"teacher_disagreement_score":0.0055804756,"about_ca_system_score_codex":0.00038768284,"about_ca_system_score_gemma":0.0006030759,"threshold_uncertainty_score":0.017900229},"labels":[],"label_agreement":null},{"id":"W2227610276","doi":"","title":"Evaluation of a Workshop for Pre-Service Teachers on Student Abuse of Information Technology","year":2009,"lang":"en","type":"article","venue":"Society for Information Technology & Teacher Education International Conference","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Service (business); Information technology; Mathematics education; Pedagogy; Psychology; Medical education; Computer science; Business; Medicine; Marketing","score_opus":0.04412796641491704,"score_gpt":0.40653098243401387,"score_spread":0.3624030160190968,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2227610276","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9840471,0.00020920491,0.0012375043,0.0017652138,0.00039088127,0.0051016496,0.00023860573,0.00023940783,0.006770448],"genre_scores_gemma":[0.9794246,0.0005432399,0.0051427768,0.0012992608,0.0001374503,0.0069333003,0.0003737728,0.000084500294,0.0060611367],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9817228,0.011340629,0.0011716358,0.000984887,0.0018329374,0.0029471952],"domain_scores_gemma":[0.9189113,0.03722916,0.0039581023,0.0045121647,0.011307317,0.024081914],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.021009535,0.0017464693,0.0015472878,0.0019255303,0.011316218,0.0041816304,0.0055416175,0.0050145863,0.011875991],"category_scores_gemma":[0.05517394,0.0015438079,0.0015947782,0.0011463151,0.0030202428,0.0030401438,0.009663255,0.0062613604,0.0023937444],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.02234411,0.3248123,0.030054059,0.007117437,0.00046875977,0.0048868135,0.3390378,0.002068697,0.00692114,0.0017234399,0.0136288395,0.2469366],"study_design_scores_gemma":[0.021191921,0.17787558,0.093332626,0.003135073,0.00086680555,0.0011097232,0.63501924,0.002727287,0.008627765,0.0017349847,0.053828813,0.0005502022],"about_ca_topic_score_codex":0.007900374,"about_ca_topic_score_gemma":0.016030554,"teacher_disagreement_score":0.021009535,"about_ca_system_score_codex":0.004884186,"about_ca_system_score_gemma":0.014706233,"threshold_uncertainty_score":0.11111039},"labels":[],"label_agreement":null},{"id":"W2228392337","doi":"","title":"Modeling Effective Technology Integration Practices for Pre-Service Teachers","year":2008,"lang":"en","type":"article","venue":"Society for Information Technology & Teacher Education International Conference","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Lethbridge","funders":"","keywords":"Technology integration; Service (business); Computer science; Knowledge management; Process management; Business; Mathematics education; Educational technology; Mathematics; Marketing","score_opus":0.046212569537095516,"score_gpt":0.3863453473515599,"score_spread":0.3401327778144644,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2228392337","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96867555,0.000042293443,0.024377117,0.00020748665,0.000006670729,0.000066325316,0.0000833394,0.00009563879,0.0064456193],"genre_scores_gemma":[0.9890702,0.000037976642,0.009019045,0.00000964725,9.99894e-7,0.000053339125,0.00007829189,0.000019238763,0.0017113995],"study_design_codex":"simulation_or_modeling","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.99940395,0.0002503004,0.000028285238,0.00009906376,0.00009364617,0.00012484877],"domain_scores_gemma":[0.9955343,0.003228539,0.00031762107,0.00025898792,0.000488165,0.00017244452],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012088594,0.00046020435,0.00028871984,0.0006168408,0.0007562195,0.002424003,0.0009964074,0.0014764864,0.004467663],"category_scores_gemma":[0.008042438,0.0004975013,0.00041442786,0.0006825269,0.00053834723,0.003025015,0.0007590508,0.00098117,0.00039226047],"study_design_candidate":"simulation_or_modeling","study_design_consensus":"simulation_or_modeling","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00030416757,0.0010172056,0.044356562,0.00008198399,0.000059713948,0.00018584768,0.0026793652,0.88999087,0.001836957,0.01769096,0.00065648364,0.04113994],"study_design_scores_gemma":[0.000026635926,0.00013496082,0.0032006109,0.000014808311,0.000027090031,0.000019460684,0.001589034,0.98892885,0.0008759209,0.0042943996,0.0008772078,0.000010967817],"about_ca_topic_score_codex":0.042675257,"about_ca_topic_score_gemma":0.04309482,"teacher_disagreement_score":0.042675257,"about_ca_system_score_codex":0.0029291639,"about_ca_system_score_gemma":0.0026019686,"threshold_uncertainty_score":0.08485371},"labels":[],"label_agreement":null},{"id":"W2231345222","doi":"","title":"Resistance and Renewal: Promoting STSE Perspectives in Physics Teacher Education through Multi-Media Cases","year":2005,"lang":"en","type":"article","venue":"EdMedia: World Conference on Educational Media and Technology","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Resistance (ecology); Pedagogy; Psychology; Mathematics education; Sociology; Engineering ethics; Engineering","score_opus":0.06488067116757353,"score_gpt":0.34985272323853256,"score_spread":0.28497205207095905,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2231345222","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7480315,0.0002505609,0.008025565,0.019250788,0.00031210852,0.00017653455,0.000028839288,0.00008407728,0.22384007],"genre_scores_gemma":[0.9934495,0.00006968138,0.00062223896,0.000366288,0.00003195721,0.00005305126,0.000007098003,0.000028253342,0.005371955],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9690252,0.022549048,0.0006024633,0.0015915077,0.0024419192,0.0037898668],"domain_scores_gemma":[0.95456845,0.035213534,0.0024307678,0.0025978645,0.0016426205,0.0035468494],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.019451363,0.00069079717,0.00049180014,0.0042580385,0.026485858,0.021613553,0.003080403,0.008468094,0.010039565],"category_scores_gemma":[0.041218683,0.000722648,0.0007768898,0.0022672552,0.030253677,0.021764329,0.021019971,0.010222912,0.00079286355],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000062469466,0.0002939619,0.0037434523,0.000059287035,0.000009185188,0.0019249611,0.7765722,0.00019509302,0.0006508722,0.20364664,0.001747868,0.011093922],"study_design_scores_gemma":[0.000027138478,0.00009019704,0.0024951752,0.0001684235,0.000019531552,0.0007972484,0.9177504,0.0009878321,0.0012115355,0.026066622,0.050352104,0.00003370832],"about_ca_topic_score_codex":0.003495118,"about_ca_topic_score_gemma":0.0063326177,"teacher_disagreement_score":0.026485858,"about_ca_system_score_codex":0.0067159818,"about_ca_system_score_gemma":0.0051518334,"threshold_uncertainty_score":0.10286987},"labels":[],"label_agreement":null},{"id":"W2237492254","doi":"","title":"Evaluating Senior’s Emotional Responses Toward An Instructional Intervention to Promote Computer Skill Development","year":2008,"lang":"en","type":"article","venue":"E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Wilfrid Laurier University","funders":"","keywords":"Intervention (counseling); Psychology; Applied psychology; Medical education; Pedagogy; Mathematics education; Developmental psychology; Cognitive psychology; Social psychology; Medicine","score_opus":0.18317245948975008,"score_gpt":0.3928624843213725,"score_spread":0.2096900248316224,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2237492254","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993119,0.000007918044,0.00008887664,0.000020327008,0.000016419404,0.000076783304,0.000018588082,0.0000062034565,0.00045296384],"genre_scores_gemma":[0.99704427,0.000049648166,0.0010557096,0.00010047308,0.000021714099,0.00033028916,0.000114529576,0.0000041735584,0.0012791413],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99954516,0.0001366143,0.00006980132,0.000057665417,0.00008836462,0.00010230709],"domain_scores_gemma":[0.99759287,0.0007270752,0.0003075059,0.00009530295,0.0004423231,0.00083488785],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012878359,0.00047361432,0.0004832784,0.000252946,0.00042026278,0.00033508104,0.0002984691,0.0005171613,0.002769028],"category_scores_gemma":[0.0042803073,0.0002155487,0.00039371834,0.0001726137,0.00020124887,0.00022043205,0.00043357405,0.0007792688,0.00044290442],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.04148052,0.2631698,0.25537822,0.0013098011,0.00069739803,0.0008310494,0.020259993,0.0010909904,0.14328805,0.000304229,0.005087715,0.26710224],"study_design_scores_gemma":[0.005485649,0.18887514,0.76618284,0.00012013062,0.00071567815,0.00034526704,0.008234986,0.0024263826,0.02452416,0.0002075115,0.0027925337,0.00008977972],"about_ca_topic_score_codex":0.0005809288,"about_ca_topic_score_gemma":0.001139902,"teacher_disagreement_score":0.002769028,"about_ca_system_score_codex":0.00027555588,"about_ca_system_score_gemma":0.00045051586,"threshold_uncertainty_score":0.009263277},"labels":[],"label_agreement":null},{"id":"W2239487531","doi":"","title":"Technological Competencies Profiles of In-service Teachers and Student Teachers","year":2003,"lang":"en","type":"article","venue":"Society for Information Technology & Teacher Education International Conference","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Mathematics education; Student teacher; Service (business); Psychology; Pedagogy; Medical education; Computer science; Teacher education; Business; Marketing; Medicine","score_opus":0.029418557387720718,"score_gpt":0.3404329755680624,"score_spread":0.3110144181803417,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2239487531","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9985526,0.000032351414,0.000022552622,0.000032815213,0.0000015398873,0.000004264899,0.00006565852,0.0000018421268,0.0012863682],"genre_scores_gemma":[0.9986124,0.000034213495,0.000025634845,0.000015043412,0.0000013903854,0.0000067273163,0.00011248759,0.0000019362403,0.00119013],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99956053,0.00005363636,0.00004926767,0.00004544459,0.00009247675,0.00019870726],"domain_scores_gemma":[0.99546283,0.0009909172,0.00097483234,0.00008352376,0.00094578636,0.0015420902],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00055743573,0.00015363445,0.00026542004,0.0019425156,0.0007028098,0.0014660822,0.0002730177,0.000655368,0.0041755866],"category_scores_gemma":[0.005079497,0.00019021316,0.00024477878,0.00089994277,0.0003569014,0.0008968914,0.000982885,0.00051584264,0.0012247243],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003035472,0.00040088163,0.9755348,0.000029843284,0.000010925964,0.00025527718,0.010862816,0.0001072776,0.0014623875,0.00025246025,0.0004163992,0.010363439],"study_design_scores_gemma":[0.000007113023,0.00023289864,0.9863188,0.00001449885,0.000007424586,0.00031469803,0.011616415,0.00017096037,0.00045609413,0.000101549296,0.00075237703,0.0000070886845],"about_ca_topic_score_codex":0.0065247025,"about_ca_topic_score_gemma":0.009360908,"teacher_disagreement_score":0.0065247025,"about_ca_system_score_codex":0.0005205647,"about_ca_system_score_gemma":0.00069392077,"threshold_uncertainty_score":0.013968706},"labels":[],"label_agreement":null},{"id":"W2240382590","doi":"","title":"The Link between Competencies and Attitudes towards Computers in Teacher Education","year":2004,"lang":"en","type":"article","venue":"Society for Information Technology & Teacher Education International Conference","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Link (geometry); Mathematics education; Pedagogy; Psychology; Computer science","score_opus":0.02848822880262819,"score_gpt":0.34231979876442226,"score_spread":0.31383156996179407,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2240382590","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9943809,0.000083081555,0.00006065822,0.00035132744,0.000007992051,0.0000066020903,0.000015880272,0.000001992044,0.0050916],"genre_scores_gemma":[0.999209,0.00006715872,0.0000708414,0.000064658634,0.000004037559,0.000004798242,0.000018563458,0.0000025078741,0.00055845676],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99811685,0.0008740764,0.000103698665,0.00011702867,0.00045497407,0.00033330196],"domain_scores_gemma":[0.94461316,0.0326257,0.009078603,0.0014261332,0.0040018586,0.00825459],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026695265,0.0001956788,0.00016472898,0.0015846473,0.0010761177,0.002436406,0.0004871129,0.0011334324,0.006147582],"category_scores_gemma":[0.028102392,0.00037167515,0.00033783077,0.0006379337,0.0019846484,0.001097848,0.0014836653,0.0026328033,0.00055268983],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014854365,0.00086669874,0.98185503,0.000036944,0.000040338455,0.00018167797,0.006270874,0.00019206558,0.0005908833,0.0014541753,0.00026404587,0.008098759],"study_design_scores_gemma":[0.000012707565,0.00012351017,0.98970836,0.000053150303,0.00001962679,0.00021636269,0.007876165,0.00032365884,0.00025558512,0.0007594375,0.00064114656,0.000010321329],"about_ca_topic_score_codex":0.0069282698,"about_ca_topic_score_gemma":0.012003713,"teacher_disagreement_score":0.0069282698,"about_ca_system_score_codex":0.0008815797,"about_ca_system_score_gemma":0.0014963789,"threshold_uncertainty_score":0.020565748},"labels":[],"label_agreement":null},{"id":"W2240649788","doi":"","title":"Faculty Adoption of Educational Technology: Does Gender Matter?","year":2007,"lang":"en","type":"article","venue":"Society for Information Technology & Teacher Education International Conference","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Business; Medical education; Pedagogy; Mathematics education; Public relations; Psychology; Political science; Medicine","score_opus":0.030563418920659897,"score_gpt":0.3624514380926869,"score_spread":0.331888019172027,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2240649788","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9781341,0.0010703476,0.00024384662,0.0075884033,0.00013413884,0.000025510966,0.00022423106,0.00001136849,0.012568151],"genre_scores_gemma":[0.99828917,0.00018195136,0.00003684891,0.00044355242,0.000028406335,0.0000082007555,0.000033656688,0.000011771331,0.00096649723],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99217767,0.0035015626,0.00041737588,0.0006616072,0.0015504201,0.0016913608],"domain_scores_gemma":[0.9270881,0.046348993,0.013934649,0.001615422,0.0039277542,0.007085077],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008028994,0.00021499042,0.00066560437,0.0012325599,0.0021938507,0.004450701,0.0009713619,0.001718586,0.021828245],"category_scores_gemma":[0.06426397,0.00029034985,0.0006014824,0.00158207,0.0027065675,0.0037757955,0.0016022903,0.0016087971,0.0009615591],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009289812,0.00083763845,0.9161802,0.00014455589,0.00019498257,0.00036179755,0.03521384,0.00011237301,0.0006716805,0.003962851,0.003805917,0.037585266],"study_design_scores_gemma":[0.000070257236,0.0003497555,0.91488034,0.0002322677,0.00012211362,0.00023427386,0.07555659,0.00019619896,0.00041686493,0.0023623079,0.005544456,0.000034603214],"about_ca_topic_score_codex":0.009769722,"about_ca_topic_score_gemma":0.016758448,"teacher_disagreement_score":0.021828245,"about_ca_system_score_codex":0.0015703966,"about_ca_system_score_gemma":0.0035980118,"threshold_uncertainty_score":0.07302272},"labels":[],"label_agreement":null},{"id":"W2242175268","doi":"","title":"Unleashing the Potential: Learner and Educator Attitudes Towards Computer Technology Use","year":2012,"lang":"en","type":"article","venue":"E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Public relations; Computer science; Engineering ethics; Pedagogy; Mathematics education; Business; Internet privacy; Medical education; Multimedia; Engineering; Political science; Sociology; Psychology; Medicine","score_opus":0.0908853618996263,"score_gpt":0.33440234179811984,"score_spread":0.24351697989849352,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2242175268","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9864085,0.00024879482,0.00032584442,0.002697143,0.000046644687,0.000016938176,0.000020672573,0.000014707247,0.010220666],"genre_scores_gemma":[0.9974873,0.0001284319,0.000118040996,0.00057329313,0.000017790484,0.000009306948,0.000012068713,0.000011505377,0.0016422617],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9912724,0.005661616,0.0004156471,0.00028528675,0.0018740464,0.00049101847],"domain_scores_gemma":[0.9424498,0.0375023,0.0073410794,0.0017272594,0.005737213,0.005242387],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01314293,0.00023851011,0.00026488534,0.001272044,0.0023507734,0.004404347,0.00052132783,0.0018444967,0.0069677965],"category_scores_gemma":[0.048163254,0.0003189432,0.00044840964,0.00034727628,0.002308256,0.003539971,0.003684853,0.0024755064,0.0009470319],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005180887,0.0009564498,0.7291365,0.0002133827,0.00009940635,0.0005720091,0.21635164,0.00013503325,0.0024342113,0.0032963348,0.0024745958,0.043812297],"study_design_scores_gemma":[0.00007167332,0.0014578964,0.48096633,0.0005472759,0.00020071739,0.0018933525,0.48646498,0.001339939,0.0029797682,0.002774777,0.021168463,0.00013481441],"about_ca_topic_score_codex":0.0016196357,"about_ca_topic_score_gemma":0.0022717253,"teacher_disagreement_score":0.01314293,"about_ca_system_score_codex":0.00080610317,"about_ca_system_score_gemma":0.0015492176,"threshold_uncertainty_score":0.0695073},"labels":[],"label_agreement":null},{"id":"W2247675537","doi":"","title":"ICT, learning and the potential of androgynity","year":2007,"lang":"en","type":"article","venue":"Lund University Publications (Lund University)","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Dominance (genetics); Class (philosophy); Social psychology; Ethnic group; Pedagogy; Sociology; Computer science","score_opus":0.008538634825610002,"score_gpt":0.2346717333608193,"score_spread":0.2261330985352093,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2247675537","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.3654223,0.010364288,0.005195173,0.022414774,0.00031194557,0.0000668171,0.000048211306,0.00010926338,0.59606713],"genre_scores_gemma":[0.979537,0.0019600464,0.00079790025,0.00060461025,0.00007770961,0.000028694236,0.000012195852,0.000024477189,0.016957281],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9973648,0.0016248988,0.00006956302,0.00021604903,0.00035284224,0.0003718595],"domain_scores_gemma":[0.995551,0.0023108858,0.00083653966,0.00035160687,0.000180971,0.0007689503],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030099985,0.00029663736,0.00021961202,0.0014731194,0.0030901195,0.011065026,0.00058292,0.0010748652,0.00799557],"category_scores_gemma":[0.0052393014,0.00012876661,0.0002672338,0.0010196908,0.010796687,0.005272919,0.008943739,0.0015633494,0.00075731997],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018246064,0.0002794624,0.034454983,0.00040420922,0.000028654307,0.0013278465,0.10703268,0.00054095854,0.0009919725,0.6211903,0.006659998,0.22690645],"study_design_scores_gemma":[0.00008605604,0.00031944286,0.022199342,0.0010018101,0.000042946787,0.002783913,0.0866799,0.0007721378,0.0012195336,0.29228377,0.5925386,0.00007252501],"about_ca_topic_score_codex":0.0007750324,"about_ca_topic_score_gemma":0.0010273728,"teacher_disagreement_score":0.011065026,"about_ca_system_score_codex":0.0019635193,"about_ca_system_score_gemma":0.0019624794,"threshold_uncertainty_score":0.026747882},"labels":[],"label_agreement":null},{"id":"W2257196332","doi":"","title":"Women’s Stories of Working in IT: How Personal Stories Can Help Understand Girls’ Involvement in IT","year":2009,"lang":"en","type":"article","venue":"Society for Information Technology & Teacher Education International Conference","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Lethbridge","funders":"","keywords":"Narrative; Internet privacy; Psychology; Computer science; Art; Literature","score_opus":0.07343672517988137,"score_gpt":0.33740528121387214,"score_spread":0.2639685560339908,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2257196332","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7929734,0.004785049,0.004348615,0.046219517,0.0006996997,0.00009586443,0.0004180156,0.00007518639,0.15038462],"genre_scores_gemma":[0.9862308,0.0016591613,0.00053146837,0.0017677454,0.000098010976,0.0000735237,0.00009772985,0.00007141665,0.009470054],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9950394,0.0036352116,0.000107948385,0.00022012714,0.0003272361,0.00067009835],"domain_scores_gemma":[0.9841291,0.01143854,0.0013568556,0.00040464193,0.00063854625,0.0020322343],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0042424356,0.0010563587,0.00048380665,0.0015876075,0.010250847,0.009125831,0.0016886314,0.0036784322,0.008154968],"category_scores_gemma":[0.015105459,0.0007025637,0.00047820428,0.0014667021,0.010146135,0.013551508,0.007645197,0.006936076,0.0009760309],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000023467348,0.0000236221,0.0024352756,0.00005297378,0.000010733658,0.0008143421,0.9874906,0.000018031331,0.0001529124,0.0038874454,0.0019798272,0.003110744],"study_design_scores_gemma":[0.0000041461144,0.00001574933,0.0015960996,0.00013019222,0.000011185248,0.000640298,0.9578083,0.00004384747,0.0002051961,0.0015510478,0.037982114,0.000011853068],"about_ca_topic_score_codex":0.0064010057,"about_ca_topic_score_gemma":0.010360415,"teacher_disagreement_score":0.010250847,"about_ca_system_score_codex":0.002367635,"about_ca_system_score_gemma":0.001556267,"threshold_uncertainty_score":0.027281046},"labels":[],"label_agreement":null},{"id":"W2263194878","doi":"10.11575/prism/46311","title":"Barriers to Systemic, Effective and Sustainable Technology Use in High School Classrooms","year":2014,"lang":"en","type":"article","venue":"University of Calgary","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Technology integration; Mathematics education; Multimethodology; Educational technology; Teaching method; Pedagogy; Psychology; Sociology; Business","score_opus":0.0038840015382961284,"score_gpt":0.20794109603942212,"score_spread":0.204057094501126,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2263194878","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99322975,0.00022518214,0.0006380276,0.0010699845,0.000008897493,0.00006361302,0.000024668092,0.000015423286,0.0047244495],"genre_scores_gemma":[0.9988881,0.00011298973,0.00032331081,0.00006070701,0.0000021602455,0.00003270737,0.000011437641,0.0000028275044,0.00056585454],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9806728,0.0054340563,0.0015038943,0.0012690447,0.006636095,0.004484168],"domain_scores_gemma":[0.9707362,0.014368567,0.0047697555,0.0012446366,0.0044219587,0.0044589657],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009214849,0.00022850471,0.00053910236,0.00093345606,0.004052311,0.006996884,0.0015796993,0.0011539002,0.0029980224],"category_scores_gemma":[0.022790415,0.00045358745,0.00034722628,0.0011997574,0.0038590846,0.001667907,0.0049320846,0.001529037,0.00023507576],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016687234,0.00078515767,0.5642047,0.0011905676,0.000097576405,0.0013435893,0.3179161,0.0015079592,0.005462618,0.018450454,0.002001166,0.086873345],"study_design_scores_gemma":[0.000026317923,0.00042898592,0.401005,0.0009789375,0.00009085362,0.0002978211,0.56712866,0.0011141914,0.002342616,0.003894388,0.022614922,0.00007725602],"about_ca_topic_score_codex":0.097646795,"about_ca_topic_score_gemma":0.14305806,"teacher_disagreement_score":0.097646795,"about_ca_system_score_codex":0.007833807,"about_ca_system_score_gemma":0.02143754,"threshold_uncertainty_score":0.19415689},"labels":[],"label_agreement":null},{"id":"W2270873956","doi":"","title":"What is integral to integration? Exploring student teachers' experiences and understandings of ICT integration","year":2004,"lang":"en","type":"article","venue":"EdMedia: World Conference on Educational Media and Technology","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Regina","funders":"","keywords":"Information and Communications Technology; Technology integration; Mathematics education; Pedagogy; Computer science; Sociology; Educational technology; Psychology; World Wide Web","score_opus":0.08983273846372954,"score_gpt":0.3569992995475307,"score_spread":0.26716656108380116,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2270873956","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9859423,0.0006089438,0.0009494286,0.00272606,0.00005133169,0.000015815911,0.000009572254,0.000014583839,0.009681927],"genre_scores_gemma":[0.99692756,0.00043287128,0.00021311577,0.00024342508,0.000008301166,0.000010605898,0.000008934196,0.000015028431,0.0021402019],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99544996,0.0021521093,0.00019639076,0.00034501113,0.0007926074,0.0010638951],"domain_scores_gemma":[0.99305314,0.0033016438,0.0011908053,0.00023728481,0.0005968042,0.0016203424],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004269236,0.00043573338,0.0006779817,0.0011161641,0.0075813225,0.013921644,0.0013437689,0.002572862,0.0019220554],"category_scores_gemma":[0.012455541,0.00072792865,0.0004676467,0.0011728683,0.007335795,0.00829079,0.009326885,0.00523062,0.00031065848],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000019610223,0.00005761836,0.009184498,0.000032395186,0.0000058300016,0.00028407577,0.9831162,0.000022612248,0.00047895726,0.001517679,0.0002275966,0.0050529847],"study_design_scores_gemma":[0.0000021485466,0.000025263478,0.0032951455,0.00005111263,0.000008586182,0.00024670357,0.99002075,0.00005788313,0.00020348842,0.00043086757,0.005649048,0.000009027939],"about_ca_topic_score_codex":0.0070164986,"about_ca_topic_score_gemma":0.011702519,"teacher_disagreement_score":0.013921644,"about_ca_system_score_codex":0.0027432758,"about_ca_system_score_gemma":0.0037017497,"threshold_uncertainty_score":0.02257818},"labels":[],"label_agreement":null},{"id":"W2271241909","doi":"10.1080/18146627.2015.1108009","title":"Social representations and uses of technologies of African high-school students","year":2015,"lang":"en","type":"article","venue":"Africa Education Review","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Montréal","funders":"","keywords":"Information and Communications Technology; The Internet; Test (biology); Mathematics education; Psychology; Sample (material); Pedagogy; Sociology; Computer science; World Wide Web","score_opus":0.08731393268671261,"score_gpt":0.43622329097431317,"score_spread":0.34890935828760056,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2271241909","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.87324584,0.11590448,0.0001565744,0.0013998165,0.00008602928,0.000025060193,0.00004834281,0.00000235643,0.009131524],"genre_scores_gemma":[0.9370514,0.061861124,0.00007526855,0.0001419028,0.000020107236,0.000014135247,0.000023697856,0.0000011303545,0.00081114785],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99927074,0.00041739084,0.00004851698,0.000045805118,0.00013452374,0.00008313384],"domain_scores_gemma":[0.9992643,0.00035215646,0.00021067246,0.00001471221,0.00008488242,0.0000731899],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009257945,0.00021074036,0.00035039868,0.0015364474,0.0008334936,0.001628562,0.00022244689,0.0004962433,0.0013266122],"category_scores_gemma":[0.002189221,0.00014555552,0.0001745119,0.0016848417,0.00083113095,0.0011957376,0.0007958634,0.0003425961,0.000118533826],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017933856,0.00029473394,0.22477126,0.007274103,0.00015239278,0.0027488263,0.34096548,0.00011556871,0.0025121719,0.0071415356,0.002317926,0.41152674],"study_design_scores_gemma":[0.000015818403,0.00036913843,0.41817555,0.00745746,0.00014960727,0.0025517512,0.4779411,0.000069286856,0.00066992495,0.0012310331,0.09132691,0.00004235179],"about_ca_topic_score_codex":0.0051375977,"about_ca_topic_score_gemma":0.01134068,"teacher_disagreement_score":0.0051375977,"about_ca_system_score_codex":0.00055434357,"about_ca_system_score_gemma":0.0011396186,"threshold_uncertainty_score":0.010215402},"labels":[],"label_agreement":null},{"id":"W2271778906","doi":"","title":"Examining the Effectiveness of Technology Component in a Japanese Language Course","year":2003,"lang":"en","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Component (thermodynamics); Course (navigation); Computer science; Linguistics; Engineering; Philosophy","score_opus":0.02111175285618337,"score_gpt":0.32332188955867774,"score_spread":0.30221013670249436,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2271778906","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99930227,0.00001800859,0.000029010767,0.000030013332,0.000004401091,0.0000097417,0.000004264536,0.0000011458955,0.00060107897],"genre_scores_gemma":[0.9988329,0.000032669555,0.00013338952,0.000024362866,0.0000042289103,0.000017155498,0.000013735109,0.0000015579918,0.00093995506],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99904066,0.00037886063,0.00005338612,0.000132028,0.00014126966,0.0002538752],"domain_scores_gemma":[0.99193305,0.0041620843,0.000735866,0.00019710542,0.0007449415,0.0022269515],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024970437,0.00032804933,0.0003489878,0.00044759308,0.0013369591,0.0010685337,0.0005842327,0.0006277906,0.0037385179],"category_scores_gemma":[0.0107669905,0.00016471295,0.00032966962,0.00041981394,0.0005350209,0.00089126045,0.00078291714,0.0007448505,0.00031247162],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0255375,0.055073388,0.5834234,0.00065882143,0.0003572047,0.0011529212,0.04188433,0.0024708288,0.039894428,0.004065686,0.001714496,0.24376707],"study_design_scores_gemma":[0.00057777535,0.021486908,0.930978,0.0000672847,0.00069064717,0.00005800403,0.032059077,0.003159451,0.0070147812,0.00049949647,0.0033603087,0.000048346097],"about_ca_topic_score_codex":0.02024306,"about_ca_topic_score_gemma":0.043515246,"teacher_disagreement_score":0.02024306,"about_ca_system_score_codex":0.0019288174,"about_ca_system_score_gemma":0.0035350395,"threshold_uncertainty_score":0.04025042},"labels":[],"label_agreement":null},{"id":"W2275258438","doi":"","title":"Aussie women game developers","year":2014,"lang":"en","type":"article","venue":"OPUS - Open Publications of UTS Scholars (University of Technology Sydney)","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Video game development; Game design; Attrition; Game Developer; Studio; Psychology; Engineering; Computer science; Multimedia; Medicine","score_opus":0.02228629331961966,"score_gpt":0.2862090278839902,"score_spread":0.26392273456437054,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2275258438","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.30929562,0.005830395,0.005871365,0.02695152,0.004229354,0.0010949614,0.0022670426,0.00087546045,0.64358425],"genre_scores_gemma":[0.15938646,0.0019320397,0.002288432,0.0032895973,0.00011062435,0.00050853874,0.00033600978,0.00020533503,0.8319429],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99812084,0.00047108938,0.00007794692,0.00022743295,0.0006940234,0.00040857858],"domain_scores_gemma":[0.9974463,0.0003204534,0.00014343485,0.00017283487,0.0007987004,0.00111836],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021864022,0.0005052923,0.00035071783,0.001266775,0.005795857,0.002958907,0.0006233577,0.0008178701,0.06045194],"category_scores_gemma":[0.004101409,0.0005095748,0.00025471457,0.00087638333,0.0010497691,0.0013436063,0.004381767,0.0010808896,0.022137027],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00025105683,0.00032177486,0.029735828,0.00074104377,0.000012481336,0.0039795307,0.16908264,0.00009979734,0.004423297,0.03297582,0.3658734,0.39250335],"study_design_scores_gemma":[0.0000075589264,0.000053767948,0.009860858,0.00014855764,0.000004145439,0.0005696988,0.019518558,0.00006154586,0.0004896895,0.00070761924,0.9685666,0.000011547352],"about_ca_topic_score_codex":0.026601937,"about_ca_topic_score_gemma":0.06996908,"teacher_disagreement_score":0.06045194,"about_ca_system_score_codex":0.002371948,"about_ca_system_score_gemma":0.005929594,"threshold_uncertainty_score":0.20223188},"labels":[],"label_agreement":null},{"id":"W2279954818","doi":"10.5539/ies.v9n3p217","title":"Computerphobia in Preservice Teachers","year":2016,"lang":"en","type":"article","venue":"International Education Studies","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Categorization; Mathematics education; Computer-Assisted Instruction; Class (philosophy); Psychology; Scale (ratio); Higher education; Computer science","score_opus":0.07835562922948143,"score_gpt":0.45668920426412024,"score_spread":0.3783335750346388,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2279954818","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99809724,0.000169158,0.000042365835,0.00011531725,0.00001045704,0.000008290987,0.000010038164,0.000005658818,0.0015415158],"genre_scores_gemma":[0.99914646,0.000088581524,0.000027288528,0.000067032626,0.00000453557,0.000004797933,0.000014765177,0.0000013849815,0.00064517633],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99948275,0.00009258684,0.000030243202,0.000065249544,0.00017159482,0.00015752224],"domain_scores_gemma":[0.9988726,0.00017735845,0.0003696771,0.000050510007,0.00014582822,0.0003839791],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00047006164,0.0001504635,0.00019153702,0.0008005759,0.00087514124,0.0007380957,0.0001770285,0.0003966372,0.0038712274],"category_scores_gemma":[0.0018820711,0.0001742289,0.00019162233,0.00028596717,0.0005458476,0.0003181345,0.0006603329,0.00047891747,0.00028455484],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010327514,0.00073059136,0.9403831,0.00009045299,0.00001139696,0.0009659707,0.009899624,0.000029240397,0.0024375005,0.00023437881,0.0016410965,0.043473452],"study_design_scores_gemma":[0.000009815441,0.0003330211,0.98614514,0.000048849288,0.000008843755,0.0015295759,0.009651134,0.00007925318,0.00034887434,0.00011809838,0.0017216314,0.0000058531746],"about_ca_topic_score_codex":0.0056942217,"about_ca_topic_score_gemma":0.007509885,"teacher_disagreement_score":0.0056942217,"about_ca_system_score_codex":0.00060807564,"about_ca_system_score_gemma":0.00090119813,"threshold_uncertainty_score":0.01295054},"labels":[],"label_agreement":null},{"id":"W2280165617","doi":"","title":"The Knowledge Box: Can a technology bring schooling to children in crisis?","year":2010,"lang":"en","type":"article","venue":"EdMedia: World Conference on Educational Media and Technology","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University; Global Affairs Canada","funders":"","keywords":"Political science; Economic growth; Economics","score_opus":0.01973200239502367,"score_gpt":0.3146565487788747,"score_spread":0.29492454638385107,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2280165617","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.010357953,0.00620471,0.0023102448,0.7662979,0.0056525595,0.00004033229,0.00021805926,0.000073269184,0.20884496],"genre_scores_gemma":[0.5957006,0.027473725,0.006464634,0.21085922,0.006830248,0.00032744723,0.00030630207,0.00021155056,0.15182623],"study_design_codex":"not_applicable","study_design_gemma":"qualitative","domain_scores_codex":[0.9987527,0.0006687493,0.00004771018,0.000111341986,0.00021363058,0.00020580205],"domain_scores_gemma":[0.99488163,0.003039252,0.00032166508,0.00016807824,0.0007300032,0.0008593985],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027529672,0.0005589416,0.00048013314,0.0006836848,0.0051706047,0.007162229,0.0008461185,0.007946252,0.04879714],"category_scores_gemma":[0.011962642,0.0002176801,0.00038828075,0.0006902632,0.009590561,0.017885756,0.0037711689,0.0058797863,0.00620724],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013223174,0.00023201795,0.0040688785,0.0009611881,0.000030984917,0.0016083673,0.049578846,0.00023539072,0.0005906378,0.37595314,0.43785265,0.12875561],"study_design_scores_gemma":[0.00006010441,0.00011664162,0.0032796653,0.0027027454,0.00006042793,0.0007106043,0.10984796,0.00021865696,0.0007047228,0.19029437,0.69192696,0.00007712349],"about_ca_topic_score_codex":0.004665364,"about_ca_topic_score_gemma":0.006867761,"teacher_disagreement_score":0.04879714,"about_ca_system_score_codex":0.0018250785,"about_ca_system_score_gemma":0.0054706833,"threshold_uncertainty_score":0.16324264},"labels":[],"label_agreement":null},{"id":"W2286143141","doi":"","title":"Understanding the relationship between the personal and professional use of technology by K-12 educators","year":2012,"lang":"en","type":"article","venue":"e-scholar@UOIT (University of Ontario Institute of Technology)","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Professional development; Engineering ethics; Pedagogy; Medical education; Sociology; Public relations; Psychology; Medicine; Political science; Engineering","score_opus":0.11141505102564267,"score_gpt":0.2874178951086191,"score_spread":0.17600284408297642,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2286143141","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99683183,0.00016099091,0.00018043525,0.00037769147,0.000002941635,0.0000040749983,0.000020077885,0.000003624925,0.0024183495],"genre_scores_gemma":[0.9992472,0.0001708085,0.0001570945,0.000031388776,0.0000016318194,0.0000029233329,0.000016139415,0.0000010161866,0.0003717746],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99697316,0.0010014856,0.000376296,0.00034264362,0.0007772127,0.0005291685],"domain_scores_gemma":[0.9457979,0.028503396,0.013091165,0.0012466429,0.0067966413,0.004564235],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0036956577,0.00012899395,0.00019108335,0.0020851048,0.0009872811,0.0037951244,0.00060543657,0.00076418713,0.0019238528],"category_scores_gemma":[0.040759373,0.00031606754,0.00023247507,0.0014856396,0.0014745741,0.00309144,0.0016961892,0.00083955354,0.00022916318],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000024654268,0.00008440476,0.94454885,0.00006165857,0.000019138022,0.000113784794,0.0375516,0.00011992526,0.00022670346,0.00034469672,0.00012751717,0.01677717],"study_design_scores_gemma":[0.000001886411,0.00005295515,0.9035207,0.00008850264,0.000015768117,0.00011033254,0.09397444,0.00032834243,0.00014561786,0.00024631328,0.0014969115,0.00001819377],"about_ca_topic_score_codex":0.05715548,"about_ca_topic_score_gemma":0.088289976,"teacher_disagreement_score":0.05715548,"about_ca_system_score_codex":0.002469762,"about_ca_system_score_gemma":0.002982988,"threshold_uncertainty_score":0.11364561},"labels":[],"label_agreement":null},{"id":"W2294966054","doi":"","title":"Articles : Computer Literacy Development: Home Environment","year":2008,"lang":"en","type":"article","venue":"Early childhood education","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Literacy; Development (topology); Computer science; Human–computer interaction; Psychology; Pedagogy; Mathematics","score_opus":0.012225900671411266,"score_gpt":0.2451442686034238,"score_spread":0.23291836793201254,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2294966054","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.046883933,0.16743058,0.0009591779,0.22071424,0.21247539,0.0003865234,0.009612924,0.00043219764,0.34110498],"genre_scores_gemma":[0.13808244,0.13694146,0.0007463318,0.0203001,0.15274155,0.00044311275,0.0063684164,0.00030441597,0.54407215],"study_design_codex":"not_applicable","study_design_gemma":"observational","domain_scores_codex":[0.99951327,0.00008988058,0.000060284987,0.00005942648,0.00020164337,0.00007554455],"domain_scores_gemma":[0.99528813,0.002534998,0.00021491516,0.000053300955,0.0011757864,0.00073288515],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008112183,0.0012199716,0.0013404896,0.0037714897,0.0022596128,0.0056251204,0.0010491073,0.0039975625,0.15718693],"category_scores_gemma":[0.005606191,0.00033413776,0.0004578795,0.0037606354,0.00073274213,0.0029203992,0.0010880962,0.0011857101,0.011355974],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00027010555,0.0003295144,0.0068803974,0.0025733435,0.000059633043,0.00083104003,0.001271721,0.00013217457,0.00032552995,0.005500107,0.9171494,0.06467699],"study_design_scores_gemma":[0.00022696085,0.0004227214,0.082353085,0.0062440676,0.00036539976,0.0025617878,0.011748132,0.0003489922,0.0012101652,0.010074733,0.88437134,0.00007251034],"about_ca_topic_score_codex":0.0064480323,"about_ca_topic_score_gemma":0.01808568,"teacher_disagreement_score":0.15718693,"about_ca_system_score_codex":0.0013871078,"about_ca_system_score_gemma":0.0029564253,"threshold_uncertainty_score":0.52584267},"labels":[],"label_agreement":null},{"id":"W2295403710","doi":"","title":"Examining Teacher-Initiated and Student-Initiated Applications of Communication Technology to Facilitate Scientific Literacy for Secondary School Students","year":2012,"lang":"en","type":"article","venue":"E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"","keywords":"Pedagogy; Mathematics education; Literacy; Technological literacy; Medical education; Psychology; Educational technology; Computer science; Medicine","score_opus":0.17935029093328467,"score_gpt":0.4025398788477609,"score_spread":0.2231895879144762,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2295403710","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99916875,0.000016110715,0.000048244754,0.000029154822,0.0000017643664,0.000019734365,0.0000145044205,0.0000047098392,0.00069706026],"genre_scores_gemma":[0.998587,0.000061923245,0.00029657804,0.000030451401,0.000002458317,0.00006147282,0.00003693334,0.0000046630958,0.0009184497],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9980312,0.0008075175,0.0001902362,0.00020547929,0.0004778954,0.00028760225],"domain_scores_gemma":[0.9706498,0.015784442,0.0059708073,0.001071078,0.00434238,0.002181523],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032273694,0.00025116955,0.00029825376,0.0011149973,0.0007722044,0.0020039522,0.0005645122,0.0008336778,0.0015443381],"category_scores_gemma":[0.034553196,0.00038855028,0.00046727437,0.00053838006,0.0004338463,0.0010713649,0.0012841247,0.0013885655,0.0005065505],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008741723,0.0062078093,0.8380244,0.00027809848,0.000092713424,0.0004038516,0.08562106,0.00018181963,0.006481403,0.0003360406,0.0004851902,0.061013516],"study_design_scores_gemma":[0.000053370146,0.0027139953,0.96174365,0.00011089231,0.00009328216,0.00019427936,0.029768893,0.00042901322,0.0030711053,0.00012342789,0.0016679334,0.000030212052],"about_ca_topic_score_codex":0.00334089,"about_ca_topic_score_gemma":0.0089394925,"teacher_disagreement_score":0.00334089,"about_ca_system_score_codex":0.0009915351,"about_ca_system_score_gemma":0.0025322407,"threshold_uncertainty_score":0.017068148},"labels":[],"label_agreement":null},{"id":"W2298900010","doi":"10.5539/res.v8n2p30","title":"Software Application Employed in Architectural Design Education: The Case of KNUST","year":2016,"lang":"en","type":"article","venue":"Review of European Studies","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Kwame Nkrumah University of Science and Technology","keywords":"Software; Curriculum; Architecture; Milestone; Kwame; Engineering management; Software engineering; Engineering; Computer science; Sociology; Pedagogy; Visual arts; Art; Operating system; History","score_opus":0.0783397597479704,"score_gpt":0.3996850204219037,"score_spread":0.32134526067393326,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2298900010","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8832212,0.0013634368,0.008194622,0.008677229,0.000089306304,0.000056405413,0.000028807526,0.00020939791,0.09815959],"genre_scores_gemma":[0.94908005,0.0010504631,0.0056088017,0.00087813847,0.000014232375,0.000017137163,0.000023479413,0.00012217065,0.04320548],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9958476,0.0023933058,0.00011374973,0.00027565015,0.0006823015,0.0006874451],"domain_scores_gemma":[0.99641454,0.001500575,0.00032408975,0.00026212292,0.0005339422,0.0009647334],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022319707,0.0002855724,0.00016871742,0.0010725438,0.008249222,0.0036503982,0.0011771176,0.0020231504,0.0044208854],"category_scores_gemma":[0.0040884716,0.00051770924,0.00024589524,0.0016587165,0.0052962173,0.0016865485,0.003942378,0.0028010134,0.0014183896],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020005276,0.0010961782,0.037899803,0.0005907263,0.000027171815,0.06609282,0.604813,0.00337829,0.0074940235,0.06716635,0.018693319,0.19254825],"study_design_scores_gemma":[0.000016975177,0.0004059119,0.030129818,0.00053671584,0.000031827152,0.023799045,0.35792845,0.0053982153,0.005189191,0.0041150297,0.5723439,0.00010494596],"about_ca_topic_score_codex":0.048389453,"about_ca_topic_score_gemma":0.13136822,"teacher_disagreement_score":0.048389453,"about_ca_system_score_codex":0.0053887754,"about_ca_system_score_gemma":0.006079023,"threshold_uncertainty_score":0.096215606},"labels":[],"label_agreement":null},{"id":"W2305267698","doi":"","title":"ColorBoard: A Product and Process to Enable Quality Education for All","year":2010,"lang":"en","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Calgary","funders":"","keywords":"Sign (mathematics); Information and Communications Technology; Humanity; Product (mathematics); The Internet; Quality (philosophy); Quarter (Canadian coin); Digital divide; Process (computing); Telecommunications; Business; Internet privacy; Engineering; Public relations; Economic growth; Political science; World Wide Web; Computer science; Geography; Economics; Law","score_opus":0.03789093697122605,"score_gpt":0.4362803765782403,"score_spread":0.3983894396070143,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2305267698","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.016654951,0.011296197,0.15890604,0.013391769,0.009236241,0.0021339213,0.0079467455,0.043597367,0.73683685],"genre_scores_gemma":[0.061877124,0.01029085,0.15857045,0.0042274417,0.0011288557,0.0007019144,0.005150361,0.007973342,0.75007963],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9990362,0.00013028878,0.000029490751,0.000074479474,0.000639365,0.00009011123],"domain_scores_gemma":[0.99827504,0.00031663568,0.00012476806,0.0002844889,0.00066762895,0.0003315378],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019114563,0.00110637,0.00025801922,0.0021028265,0.000997696,0.0038578955,0.00066275586,0.0012213407,0.11316133],"category_scores_gemma":[0.003390339,0.0002915949,0.00042588278,0.0017671997,0.0006719935,0.0040791165,0.002795417,0.0012935435,0.037678152],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012801964,0.00016026983,0.00058306096,0.000519199,0.000014362583,0.00013512559,0.00050043693,0.00017812091,0.010316592,0.020688316,0.50365305,0.46312353],"study_design_scores_gemma":[0.000025707845,0.000074386066,0.001262001,0.00011195268,0.000012029288,0.00018932605,0.00015945984,0.00026174652,0.0033461358,0.0022216027,0.99231905,0.000016602822],"about_ca_topic_score_codex":0.002436749,"about_ca_topic_score_gemma":0.0038373617,"teacher_disagreement_score":0.11316133,"about_ca_system_score_codex":0.00061112415,"about_ca_system_score_gemma":0.002068787,"threshold_uncertainty_score":0.37856233},"labels":[],"label_agreement":null},{"id":"W2329950980","doi":"","title":"RECODING GENDER: WOMEN’S CHANGING PARTICIPATION IN COMPUTING","year":2016,"lang":"en","type":"article","venue":"Alternate routes","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Computer science; Psychology","score_opus":0.04659608262492139,"score_gpt":0.35297979342066643,"score_spread":0.30638371079574506,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2329950980","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8520955,0.0014386846,0.004597935,0.015971478,0.00054594124,0.000036955855,0.0001861678,0.00003828546,0.12508908],"genre_scores_gemma":[0.99331987,0.00022092577,0.0005560913,0.000479321,0.0000397072,0.000015034775,0.000023858162,0.000039750616,0.005305451],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9955491,0.0029954265,0.00010836416,0.00037171686,0.00037178863,0.0006036136],"domain_scores_gemma":[0.99266475,0.003963026,0.000917218,0.00059123064,0.0010640346,0.0007997233],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0043537626,0.00033308056,0.0002168145,0.0014023535,0.0044075805,0.0081101805,0.00087137276,0.0014513879,0.010190367],"category_scores_gemma":[0.015637204,0.00027372636,0.00029914395,0.0015321121,0.006947459,0.0069657774,0.004477117,0.0018570307,0.0006493949],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019608033,0.000055570923,0.03239132,0.00012071465,0.000017009415,0.0003271228,0.86455786,0.000078196455,0.0014981196,0.04489726,0.0030513527,0.05280943],"study_design_scores_gemma":[0.000010204236,0.00005246175,0.03133725,0.00020016274,0.000016464177,0.0002406495,0.8997127,0.00016472698,0.00075385976,0.013222112,0.054258343,0.00003102043],"about_ca_topic_score_codex":0.010588673,"about_ca_topic_score_gemma":0.014301058,"teacher_disagreement_score":0.9955924,"about_ca_system_score_codex":0.0020312557,"about_ca_system_score_gemma":0.0023269132,"threshold_uncertainty_score":0.03409016},"labels":[],"label_agreement":null},{"id":"W2336824819","doi":"10.12735/ier.v3i3p26","title":"Innovative Teacher’s Perceptions of Their Development When Creating Learner-Centered Classrooms with Ubiquitous Computing","year":2015,"lang":"en","type":"article","venue":"International Education Research","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Perception; Ubiquitous computing; Mathematics education; Computer science; Psychology; Multimedia; Human–computer interaction","score_opus":0.19249394352027627,"score_gpt":0.47662035722876495,"score_spread":0.2841264137084887,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2336824819","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.991525,0.00016698704,0.0014070446,0.00042437654,0.000015764028,0.000036397312,0.000007441671,0.000014894553,0.006402095],"genre_scores_gemma":[0.9978884,0.00015562262,0.00054757233,0.000066380184,0.0000037663606,0.000024154608,0.000008182436,0.000006089334,0.0012998425],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9959734,0.0020419026,0.00018858408,0.00030046917,0.0009736533,0.000521996],"domain_scores_gemma":[0.9922283,0.0041236705,0.0011117092,0.00028819544,0.0011501702,0.0010978268],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005459114,0.00021882402,0.00030585763,0.0009877995,0.0018744014,0.0048081987,0.00057110254,0.0009852997,0.0018548684],"category_scores_gemma":[0.011782379,0.00034860475,0.00036808383,0.0004507807,0.002939925,0.0025647054,0.0023791874,0.0011508814,0.00032801024],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007597478,0.00024515745,0.062092785,0.00018568372,0.00001681181,0.00074928015,0.90970606,0.000102993654,0.004127234,0.0022624999,0.0005403779,0.019895118],"study_design_scores_gemma":[0.000025154524,0.00042846557,0.052597158,0.00012901459,0.00003305803,0.0010257233,0.91687346,0.00030528096,0.0018130154,0.00090655236,0.025815915,0.00004718687],"about_ca_topic_score_codex":0.0014874849,"about_ca_topic_score_gemma":0.0022345358,"teacher_disagreement_score":0.005459114,"about_ca_system_score_codex":0.0013093887,"about_ca_system_score_gemma":0.0013978007,"threshold_uncertainty_score":0.02887088},"labels":[],"label_agreement":null},{"id":"W2341977014","doi":"10.5539/ass.v12n5p14","title":"Perceptions and Preferences of Digital and Printed Text and Their Role in Predicting Digital Literacy","year":2016,"lang":"en","type":"article","venue":"Asian Social Science","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Reading (process); Fluency; Literacy; Psychology; Test (biology); Digital literacy; Perception; Mathematics education; Multimedia; Computer science; Pedagogy; Linguistics","score_opus":0.013120620753947643,"score_gpt":0.2959199570501259,"score_spread":0.28279933629617826,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2341977014","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990945,0.000036317066,0.000038479815,0.000026071657,0.0000025574373,0.000004230199,0.00005277963,0.0000017318881,0.0007434679],"genre_scores_gemma":[0.9993886,0.00004015965,0.000068040215,0.000011255832,0.0000023055932,0.000003706523,0.00006760826,9.816065e-7,0.00041733417],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999666,0.00007218928,0.0000701904,0.00005322254,0.00009855593,0.000039850056],"domain_scores_gemma":[0.9966055,0.001066185,0.0014782853,0.00012988085,0.00025562168,0.000464525],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005716449,0.00019944254,0.00012457589,0.000779349,0.00019563477,0.00090641377,0.00016616976,0.00037525003,0.0048909746],"category_scores_gemma":[0.0050654123,0.00014729954,0.000303104,0.0005358569,0.00029585892,0.00059934787,0.00042385448,0.00054028264,0.0006804759],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000037309346,0.000117758835,0.9950669,0.000015424472,0.00001551044,0.00008671762,0.00072190264,0.000034311925,0.00038875634,0.00003289657,0.000051257804,0.0034311733],"study_design_scores_gemma":[0.0000022571544,0.000090248875,0.99726886,0.000010417547,0.0000117676245,0.000107539614,0.0018842039,0.00021436549,0.0001583852,0.000043746175,0.00020400232,0.00000421836],"about_ca_topic_score_codex":0.0022695085,"about_ca_topic_score_gemma":0.0041939714,"teacher_disagreement_score":0.0048909746,"about_ca_system_score_codex":0.00013003877,"about_ca_system_score_gemma":0.00017361414,"threshold_uncertainty_score":0.016361952},"labels":[],"label_agreement":null},{"id":"W2343078252","doi":"10.5539/jel.v5n2p337","title":"Testing the Cultural Differences of School Characteristics with Measurement Invariance","year":2016,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Measurement invariance; Context (archaeology); Sample (material); China; Test (biology); Confirmatory factor analysis; Psychology; Multivariate statistics; Multivariate analysis; Mathematics education; Geography; Structural equation modeling; Mathematics; Statistics","score_opus":0.09457308300618483,"score_gpt":0.3233742477108653,"score_spread":0.22880116470468048,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2343078252","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97743076,0.00008023671,0.01655738,0.0001832144,0.000044893528,0.00014492362,0.00026734322,0.000028733803,0.0052625793],"genre_scores_gemma":[0.99710935,0.000020888825,0.0024071375,0.000023105908,0.0000062001695,0.00009108771,0.00021834768,0.0000073700144,0.00011654863],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.98345125,0.010240463,0.0010381585,0.0020295144,0.002461336,0.00077928556],"domain_scores_gemma":[0.95587426,0.024325524,0.005902149,0.009902241,0.0033304775,0.0006654212],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012489257,0.0005370877,0.00052356604,0.0010165229,0.0009175832,0.0013127064,0.0007115327,0.00041776476,0.0028817153],"category_scores_gemma":[0.044358607,0.00033077906,0.0018783136,0.0016305038,0.0015816739,0.0015016369,0.0018450005,0.0010213538,0.00028172636],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019712605,0.00021845746,0.954808,0.0000908585,0.00086455507,0.00013531293,0.003034415,0.0019574605,0.0008304138,0.00515821,0.00036205596,0.032343145],"study_design_scores_gemma":[0.000042269472,0.00069802493,0.97166,0.00008177625,0.00035132287,0.0001358557,0.005667731,0.014088025,0.0015713982,0.0040882896,0.0015722457,0.00004301332],"about_ca_topic_score_codex":0.005827397,"about_ca_topic_score_gemma":0.003930442,"teacher_disagreement_score":0.012489257,"about_ca_system_score_codex":0.0009372396,"about_ca_system_score_gemma":0.0014778719,"threshold_uncertainty_score":0.06605029},"labels":[],"label_agreement":null},{"id":"W2344125619","doi":"10.1016/j.compedu.2016.04.012","title":"The effects of computer self-efficacy, training satisfaction and test anxiety on attitude and performance in computerized adaptive testing","year":2016,"lang":"en","type":"article","venue":"Computers & Education","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":55,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Athabasca University","funders":"","keywords":"Computerized adaptive testing; Test (biology); Psychology; Test anxiety; Anxiety; Item response theory; Self-efficacy; Path analysis (statistics); Structural equation modeling; Applied psychology; Social psychology; Clinical psychology; Computer science; Psychometrics; Machine learning","score_opus":0.020360905011981213,"score_gpt":0.2732558809870029,"score_spread":0.25289497597502164,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2344125619","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995302,0.000019820149,0.000021463171,0.000017968621,0.000003414943,0.0000036148706,0.000010186459,0.0000018493386,0.00039141637],"genre_scores_gemma":[0.9996544,0.0000143229845,0.000041157593,0.000018796818,0.000007910537,0.000005653794,0.00002587053,0.0000024755816,0.00022955425],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99769104,0.0011699095,0.00015375804,0.00018883274,0.000498786,0.0002976161],"domain_scores_gemma":[0.9358814,0.049560968,0.006146498,0.0015343672,0.0013489992,0.0055277534],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0037183913,0.00042567917,0.0004119969,0.0007495811,0.00046541466,0.0010435957,0.00045399705,0.00082494976,0.0028058938],"category_scores_gemma":[0.02064087,0.00041424978,0.0010121742,0.000647994,0.0011107774,0.00074824895,0.0005699679,0.0016186337,0.00034625642],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00809256,0.012490312,0.9627937,0.000030235431,0.00033664025,0.00016523193,0.0012486161,0.0005631244,0.0031356185,0.00016436471,0.0001188906,0.010860612],"study_design_scores_gemma":[0.00007299905,0.0031374712,0.9951267,0.0000033378003,0.00006925525,0.00004500323,0.000264244,0.00079411076,0.00039592048,0.000039280865,0.000042570227,0.000009109783],"about_ca_topic_score_codex":0.0027232908,"about_ca_topic_score_gemma":0.0041903327,"teacher_disagreement_score":0.0037183913,"about_ca_system_score_codex":0.00054151093,"about_ca_system_score_gemma":0.000636684,"threshold_uncertainty_score":0.019664943},"labels":[],"label_agreement":null},{"id":"W2352133718","doi":"","title":"On initiative consciousness of women teachers in universities in respect of their participation","year":2002,"lang":"en","type":"article","venue":"Journal of Henan Vocation-Technical Teachers University","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Status quo; Consciousness; Statistic; China; Political science; Center (category theory); Psychology; Gender studies; Medical education; Sociology; Pedagogy; Medicine; Law","score_opus":0.0435577088227075,"score_gpt":0.30626773991652384,"score_spread":0.26271003109381635,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2352133718","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99020666,0.00018193918,0.000117872754,0.0008675227,0.000016747992,0.000004587934,0.000007538106,0.0000023225343,0.00859489],"genre_scores_gemma":[0.99940145,0.000048637623,0.000012202922,0.000063212945,0.0000046847895,0.0000019630818,0.0000026337518,7.9489996e-7,0.00046445723],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99825746,0.00072542904,0.000060485265,0.00009585124,0.00031274912,0.0005481202],"domain_scores_gemma":[0.9966467,0.001249974,0.00076278223,0.00010046914,0.00044330367,0.0007967912],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002057924,0.00010764499,0.00016846182,0.0008677155,0.002938308,0.0024205372,0.00023491798,0.0005285764,0.0021857873],"category_scores_gemma":[0.0057940437,0.00011595207,0.00014224509,0.0005652501,0.0033049595,0.0013689238,0.0022712843,0.0010228392,0.00011571878],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022477043,0.00014796594,0.24099812,0.00009593534,0.000012948046,0.0005844806,0.714442,0.00003752828,0.003130995,0.012878265,0.000843577,0.026603373],"study_design_scores_gemma":[0.000008331734,0.00018737421,0.22812454,0.0001018359,0.000017555649,0.00021980578,0.75712615,0.00006970715,0.0010092208,0.002217964,0.010896783,0.000020704812],"about_ca_topic_score_codex":0.00751255,"about_ca_topic_score_gemma":0.010477265,"teacher_disagreement_score":0.00751255,"about_ca_system_score_codex":0.0018127925,"about_ca_system_score_gemma":0.0029188776,"threshold_uncertainty_score":0.014937639},"labels":[],"label_agreement":null},{"id":"W2401705034","doi":"","title":"Attitudes of sixth form female students towards the IT field","year":2006,"lang":"en","type":"article","venue":"Journal of the Association for Information Systems","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Field (mathematics); Mathematics education; Sixth form; Computer science; Psychology; Mathematics; Pure mathematics","score_opus":0.026657415193298103,"score_gpt":0.3370856655135884,"score_spread":0.31042825032029026,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2401705034","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9969003,0.00013939818,0.00007597133,0.0005027697,0.000031535026,0.000022805247,0.000048159658,0.0000043090095,0.002274769],"genre_scores_gemma":[0.99323237,0.00028911582,0.00007719868,0.0004237974,0.000020436544,0.000028023522,0.000040409865,0.0000054756024,0.0058832304],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9981951,0.00044262115,0.00010117978,0.0001419747,0.000538859,0.0005804088],"domain_scores_gemma":[0.9928623,0.0010394414,0.0016675658,0.00019943109,0.0009725063,0.003258689],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024879896,0.00037974495,0.0006304285,0.0013967755,0.0019568373,0.0041867224,0.00034517143,0.0012612098,0.009620041],"category_scores_gemma":[0.0054023555,0.00035983027,0.0004769985,0.0006379489,0.0014801783,0.0011023412,0.0016580377,0.0014349014,0.0026886016],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00033366052,0.00085934,0.7975455,0.0001801035,0.000025281635,0.001651726,0.15793708,0.0000976142,0.005257395,0.0010611813,0.0024083038,0.03264279],"study_design_scores_gemma":[0.000026888698,0.0013320775,0.48705497,0.00023587939,0.000029466386,0.0019309015,0.48403978,0.0002728446,0.0015543444,0.00026812198,0.023189856,0.00006474311],"about_ca_topic_score_codex":0.0043447553,"about_ca_topic_score_gemma":0.0046655876,"teacher_disagreement_score":0.009620041,"about_ca_system_score_codex":0.0009443622,"about_ca_system_score_gemma":0.0008566277,"threshold_uncertainty_score":0.032182217},"labels":[],"label_agreement":null},{"id":"W2417753317","doi":"10.29173/cais860","title":"Gender Differences in Inquiry-Based Learning: An Exploration of Information Seeking Behaviour of Middle School Students","year":2016,"lang":"fr","type":"article","venue":"Proceedings of the Annual Conference of CAIS / Actes du congrès annuel de l ACSI","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Psychology; Humanities; Art","score_opus":0.09480894068573802,"score_gpt":0.32027471555963105,"score_spread":0.22546577487389302,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2417753317","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99909794,0.00011451239,0.000056357363,0.000030090472,0.000002462894,0.0000055336372,0.000015083142,0.0000011373431,0.00067686976],"genre_scores_gemma":[0.99907124,0.00007226016,0.00006467612,0.000020374682,0.0000028574536,0.00000884277,0.000015751468,0.0000012511597,0.0007426508],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993517,0.00018766365,0.00004888729,0.00007818964,0.00014940633,0.00018417541],"domain_scores_gemma":[0.9976949,0.0010904992,0.00048841094,0.00009116867,0.00027839516,0.00035653904],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014821324,0.0002073919,0.0004371598,0.001520428,0.0012443129,0.0017024582,0.00022242736,0.00045126502,0.0033204611],"category_scores_gemma":[0.0029932514,0.00018800938,0.00029595316,0.0008018111,0.0006702656,0.00087646506,0.0008474547,0.00040109007,0.00041985716],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019875864,0.00035752615,0.79870874,0.00006942703,0.000019893907,0.00033892275,0.17528927,0.000017823739,0.0031243756,0.00034150862,0.00013296922,0.021400653],"study_design_scores_gemma":[0.0000048450383,0.000619359,0.8553545,0.000036108653,0.000015905613,0.0002504595,0.14070927,0.000068208385,0.00066126895,0.0002083249,0.002057018,0.000014627387],"about_ca_topic_score_codex":0.004178623,"about_ca_topic_score_gemma":0.007578751,"teacher_disagreement_score":0.004178623,"about_ca_system_score_codex":0.00048854307,"about_ca_system_score_gemma":0.0005489379,"threshold_uncertainty_score":0.011108041},"labels":[],"label_agreement":null},{"id":"W2433989516","doi":"10.29173/slw6881","title":"A Research Agenda for Enhancing Teacher Librarians' Roles and Practice in Hong Kong's 21st Century Learning Environments","year":2015,"lang":"en","type":"article","venue":"School Libraries Worldwide","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"University of Tsukuba","keywords":"Pedagogy; Best practice; Political science; Qualitative research; Sociology; Faculty development; Professional development; Public relations; Social science","score_opus":0.059271408073718626,"score_gpt":0.36070910644343834,"score_spread":0.30143769836971973,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2433989516","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.82613015,0.011750229,0.0031660602,0.09195623,0.00042385454,0.0006027504,0.00012206511,0.00010020082,0.06574843],"genre_scores_gemma":[0.97569466,0.0057775443,0.0055366736,0.0047118794,0.0000650311,0.00030836288,0.000058425016,0.000015078589,0.00783243],"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99003756,0.007327378,0.0003504993,0.0004028567,0.0005710248,0.0013106855],"domain_scores_gemma":[0.97083515,0.013977544,0.002263013,0.001311485,0.0048541776,0.006758641],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.020558473,0.00040987035,0.00063474855,0.0015769115,0.01057201,0.015089463,0.0014111714,0.0017207724,0.005687425],"category_scores_gemma":[0.0144701125,0.00038868867,0.00042597533,0.0032527898,0.00708216,0.012846611,0.0055384124,0.0019229788,0.0006573169],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016029645,0.00079541455,0.11764388,0.002750555,0.000054398082,0.0010893813,0.73087347,0.00017786775,0.0014676888,0.034662798,0.011220579,0.099103674],"study_design_scores_gemma":[0.000019304718,0.00016202734,0.021523463,0.0009196259,0.000032884906,0.000092311166,0.9365182,0.000079502024,0.00047748297,0.0015245352,0.03863327,0.000017374638],"about_ca_topic_score_codex":0.042070456,"about_ca_topic_score_gemma":0.091176845,"teacher_disagreement_score":0.042070456,"about_ca_system_score_codex":0.010756001,"about_ca_system_score_gemma":0.07176958,"threshold_uncertainty_score":0.10872489},"labels":[],"label_agreement":null},{"id":"W2480978553","doi":"10.14288/1.0078305","title":"Computers in the Grade 9 FSL classroom : how do they influence students' attitudes, motivation, self-concept and performance?","year":2009,"lang":"en","type":"article","venue":"cIRcle (University of British Columbia)","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Mathematics education; Pedagogy; Social psychology","score_opus":0.009485706885971255,"score_gpt":0.21946230293963523,"score_spread":0.20997659605366398,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2480978553","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995875,0.00004021103,0.000010244474,0.000028610591,0.000001760711,0.0000014463338,0.000007319873,0.0000010463094,0.000321976],"genre_scores_gemma":[0.99950445,0.000033682463,0.000022103488,0.00001061392,0.000001926389,0.000002697511,0.000010981034,7.707169e-7,0.00041276446],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993304,0.00022243646,0.000018939618,0.00006903968,0.00020273749,0.00015641854],"domain_scores_gemma":[0.9974445,0.0007463509,0.0006659932,0.00005643321,0.00026273594,0.0008239423],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00071355666,0.00019842961,0.000293863,0.00050700357,0.000553991,0.0015194026,0.00023800465,0.00040428276,0.0011401534],"category_scores_gemma":[0.003203852,0.000127704,0.0002177673,0.00029780794,0.0005841923,0.00022587719,0.0003210225,0.00034883732,0.00033073427],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013355048,0.0005544802,0.978031,0.000016019063,0.00004050171,0.00010125105,0.00421771,0.000052827865,0.0015467126,0.00009137383,0.00018561444,0.01502905],"study_design_scores_gemma":[0.000003958622,0.00025780135,0.99711144,0.000007057578,0.000012406936,0.00001830279,0.0018830174,0.0000877786,0.00020913857,0.000021958613,0.00038263845,0.000004484752],"about_ca_topic_score_codex":0.04396249,"about_ca_topic_score_gemma":0.05924573,"teacher_disagreement_score":0.04396249,"about_ca_system_score_codex":0.001211936,"about_ca_system_score_gemma":0.00092732353,"threshold_uncertainty_score":0.08741319},"labels":[],"label_agreement":null},{"id":"W2481043493","doi":"10.1017/s1467222700006546","title":"Mary Frank Fox, Deborah G. Johnson, and Sue V. Rosser, eds. Women, Gender, and Technology. Urbana and Chicago, Ill.: University of Illinois Press, 2006. viii + 204 pp. ISBN 0-252-07336-3 (paper), $20.00.","year":2007,"lang":"en","type":"article","venue":"Enterprise & Society","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Toronto Metropolitan University","funders":"","keywords":"Gerontology; Law and economics; Sociology; Medicine","score_opus":0.007935433840893258,"score_gpt":0.23458008686032678,"score_spread":0.2266446530194335,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2481043493","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00083943066,0.93034095,0.0012636716,0.015850855,0.0027700856,0.00002071763,0.0002171625,0.000117415366,0.048579685],"genre_scores_gemma":[0.0078005,0.8683924,0.0025011008,0.0026070706,0.0015103684,0.00005127909,0.00024447794,0.00010821279,0.11678472],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9994949,0.0000962086,0.000032497275,0.00008387807,0.00024092566,0.000051555573],"domain_scores_gemma":[0.999196,0.00037454124,0.00010921148,0.00002806522,0.00017635635,0.00011580289],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0011501581,0.0018600036,0.0012057228,0.002034692,0.0010491387,0.0026347134,0.0009952111,0.0020951738,0.03990641],"category_scores_gemma":[0.0019818235,0.0010110259,0.00044952624,0.0021922698,0.0010347437,0.0059019946,0.0011670708,0.0017729485,0.021831607],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006746359,0.000031116808,0.00069040165,0.0014529853,0.000016033238,0.0001393273,0.001206322,0.00013462365,0.00035116085,0.0055828406,0.7291745,0.26115316],"study_design_scores_gemma":[0.0000052302235,0.000013735628,0.0011117618,0.0012330856,0.000012944014,0.00033187485,0.00064371334,0.000039545648,0.00017643548,0.0037846793,0.99263257,0.000014387293],"about_ca_topic_score_codex":0.009945739,"about_ca_topic_score_gemma":0.021017328,"teacher_disagreement_score":0.99895084,"about_ca_system_score_codex":0.0013359955,"about_ca_system_score_gemma":0.0024104202,"threshold_uncertainty_score":0.13350028},"labels":[],"label_agreement":null},{"id":"W2483095522","doi":"10.4018/978-1-59904-337-1.ch009","title":"Curriculum and Instruction Design","year":2007,"lang":"en","type":"book-chapter","venue":"IGI Global eBooks","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Curriculum; Scope (computer science); Curriculum mapping; Mathematics education; Pedagogy; Curriculum theory; Curriculum development; Engineering; Sociology; Engineering ethics; Psychology; Computer science","score_opus":0.041509553005427725,"score_gpt":0.3109285957587792,"score_spread":0.26941904275335143,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2483095522","genre_codex":"other","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.029865151,0.0015357675,0.36211455,0.0053069824,0.0037689786,0.047212977,0.021924786,0.015335619,0.51293516],"genre_scores_gemma":[0.06424625,0.0012844721,0.5378293,0.002482602,0.00029138863,0.044412103,0.01600826,0.0037629947,0.32968265],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9965107,0.0010377299,0.00039129244,0.00068628654,0.0009877137,0.00038627593],"domain_scores_gemma":[0.9930663,0.0015397619,0.0002188333,0.0008589514,0.0036739649,0.00064205553],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0044569657,0.00088377856,0.0007329583,0.0027101985,0.0015420918,0.0040920535,0.0018631986,0.0013231164,0.15478669],"category_scores_gemma":[0.013323505,0.0009053162,0.0009433684,0.0023718015,0.000827805,0.0022899432,0.002956511,0.001825425,0.050405823],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00041402847,0.0009059986,0.0022283164,0.0018679524,0.000026954567,0.00013976787,0.0033629667,0.003421305,0.003583458,0.066221096,0.2046699,0.71315825],"study_design_scores_gemma":[0.00017526456,0.0002584855,0.0012743626,0.0002903167,0.000023772198,0.00006543919,0.00078468537,0.0015329986,0.0025099157,0.006556195,0.98650104,0.000027612365],"about_ca_topic_score_codex":0.004085778,"about_ca_topic_score_gemma":0.0041241604,"teacher_disagreement_score":0.15478669,"about_ca_system_score_codex":0.004750576,"about_ca_system_score_gemma":0.00909891,"threshold_uncertainty_score":0.5178131},"labels":[],"label_agreement":null},{"id":"W2486753758","doi":"10.1007/0-387-23120-x_30","title":"Unesco — IFIP Youth declaration","year":2005,"lang":"en","type":"book-chapter","venue":"IFIP International Federation for Information Processing/IFIP","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Declaration; Political science; Geography; Law","score_opus":0.05587861749045266,"score_gpt":0.3229566943610528,"score_spread":0.26707807687060015,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2486753758","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00047164134,0.016537715,0.0010016086,0.020975465,0.006891723,0.0002120729,0.0018662931,0.00020115591,0.9518423],"genre_scores_gemma":[0.006012318,0.012132227,0.002436487,0.009960069,0.0012461805,0.00055302243,0.0021159817,0.00034345858,0.9652002],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99819344,0.00035553018,0.00013211305,0.0001733906,0.0008872511,0.00025830074],"domain_scores_gemma":[0.99847573,0.00030307457,0.00012747565,0.00014841206,0.0008242256,0.00012098826],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030068464,0.0011654744,0.00043265356,0.0019856628,0.0035739306,0.0061163832,0.0017956364,0.0046425574,0.03269329],"category_scores_gemma":[0.0056231553,0.00046657867,0.00040809758,0.0034763059,0.0017408686,0.0038007987,0.0026372971,0.005793203,0.017659446],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000013156727,0.000018761426,0.00009005793,0.00021846326,0.0000015195806,0.000096152304,0.00074880134,0.00006081265,0.00013837733,0.121922605,0.83250207,0.044189267],"study_design_scores_gemma":[5.069414e-7,8.068064e-7,0.000029998386,0.0001073586,2.2359464e-7,0.000013447837,0.000051488874,0.0000026833366,0.00002325826,0.0013546179,0.99841416,0.0000013570881],"about_ca_topic_score_codex":0.045455392,"about_ca_topic_score_gemma":0.029626796,"teacher_disagreement_score":0.045455392,"about_ca_system_score_codex":0.005695669,"about_ca_system_score_gemma":0.012236559,"threshold_uncertainty_score":0.10936999},"labels":[],"label_agreement":null},{"id":"W2488895675","doi":"10.4018/978-1-59140-815-4.ch018","title":"Comparing Gender Differences in Computer Science and Management Information Systems Majors","year":2006,"lang":"en","type":"book-chapter","venue":"IGI Global eBooks","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Bachelor; Workforce; Scope (computer science); Diversity (politics); Representation (politics); USable; Workforce diversity; Information technology; Political science; Public relations; Library science; Psychology; Computer science; Multimedia","score_opus":0.03387762987836538,"score_gpt":0.26582171811012817,"score_spread":0.2319440882317628,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2488895675","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.993996,0.00047200144,0.00010705266,0.00056946,0.0000454557,0.000014245524,0.00024669128,0.0000033715164,0.004545679],"genre_scores_gemma":[0.99793124,0.00018927528,0.00003261505,0.00021226126,0.00003013403,0.0000138461755,0.00015326562,0.0000035300054,0.0014338702],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9986609,0.00025106352,0.00008494053,0.00019442433,0.00036690442,0.00044176076],"domain_scores_gemma":[0.994605,0.0016345076,0.0015458626,0.00014124502,0.00056596805,0.0015074441],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014646993,0.00016918202,0.00033745222,0.0016916872,0.0006096221,0.0010947698,0.00040641226,0.000446192,0.010492502],"category_scores_gemma":[0.008556757,0.00018686628,0.00033038165,0.00127798,0.00060368667,0.0012414651,0.0010915186,0.00045205915,0.0012284998],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00027882488,0.00017826403,0.96449506,0.00004525435,0.000055103832,0.00021700679,0.010907126,0.00003968643,0.00070205616,0.0013718614,0.0020562522,0.019653492],"study_design_scores_gemma":[0.000011659304,0.00023620317,0.982337,0.00003831004,0.000012200087,0.00018096772,0.014114059,0.00008098133,0.00015694046,0.0003317566,0.0024904832,0.000009426787],"about_ca_topic_score_codex":0.005338904,"about_ca_topic_score_gemma":0.008276645,"teacher_disagreement_score":0.010492502,"about_ca_system_score_codex":0.0004657557,"about_ca_system_score_gemma":0.00040238566,"threshold_uncertainty_score":0.035100937},"labels":[],"label_agreement":null},{"id":"W2489290973","doi":"10.1007/978-0-387-35509-2","title":"Women, Work and Computerization","year":2000,"lang":"en","type":"book","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":118,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Work (physics); Computer science; Engineering; Mechanical engineering","score_opus":0.018396817920458927,"score_gpt":0.26783964880162325,"score_spread":0.2494428308811643,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2489290973","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.006140947,0.055127013,0.0007463449,0.004828412,0.0005562065,0.00001203749,0.000035828998,0.000019902436,0.9325333],"genre_scores_gemma":[0.14767164,0.048379246,0.00061408995,0.0017767504,0.00077790325,0.00006272546,0.000046670277,0.000046187957,0.8006247],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99988866,0.000037925034,0.0000031164125,0.000015378027,0.000031386404,0.000023546867],"domain_scores_gemma":[0.9998785,0.00007306683,0.000009607794,0.00000849527,0.000011130905,0.00001911627],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00019942713,0.0004335635,0.00026102975,0.0006309631,0.0015114392,0.002996633,0.00035821972,0.0008194833,0.018411784],"category_scores_gemma":[0.00048676322,0.00015979304,0.000113218615,0.0014202894,0.0026583222,0.0024687755,0.0007024308,0.0011405417,0.0017950217],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000024585426,0.000073534735,0.0008704973,0.00010729691,0.000004641425,0.00016323857,0.0088625755,0.00018417895,0.00022401701,0.73665446,0.099192075,0.15363896],"study_design_scores_gemma":[0.0000050308845,0.000020268393,0.002184751,0.00015550523,0.0000041082108,0.00029883825,0.0042545013,0.0000831866,0.000119392134,0.09411245,0.8987569,0.000004907997],"about_ca_topic_score_codex":0.006701105,"about_ca_topic_score_gemma":0.014382769,"teacher_disagreement_score":0.018411784,"about_ca_system_score_codex":0.001107347,"about_ca_system_score_gemma":0.001147271,"threshold_uncertainty_score":0.061593533},"labels":[],"label_agreement":null},{"id":"W2491065056","doi":"10.7551/mitpress/9780262033459.003.0009","title":"Gender Differences among Students in Computer Science and Applied Information Technology","year":2006,"lang":"en","type":"book-chapter","venue":"The MIT Press eBooks","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":24,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Demographics; nobody; Graduate students; Psychology; Mathematics education; Quarter (Canadian coin); Medical education; Computer science; Pedagogy; Demography; Medicine; Sociology; Geography","score_opus":0.029115231452521463,"score_gpt":0.2749162766227979,"score_spread":0.24580104517027643,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2491065056","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98919654,0.0010445092,0.000081213315,0.00035881385,0.00007051913,0.000010799834,0.00013139135,0.000006199824,0.009099943],"genre_scores_gemma":[0.9953987,0.000558925,0.000039575905,0.0001805145,0.000028997045,0.000009986975,0.000071949915,0.000005270707,0.0037060934],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993455,0.00012524273,0.00003398882,0.000069724636,0.00024457276,0.00018097773],"domain_scores_gemma":[0.99788135,0.0006640419,0.0004284454,0.000048993057,0.00029658814,0.000680502],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00080917624,0.00017484784,0.0003569531,0.00088246213,0.0006830739,0.0016712276,0.00020207856,0.0003691597,0.013090631],"category_scores_gemma":[0.003085333,0.00013410802,0.00017032573,0.0008501415,0.00045279277,0.0007632319,0.00058332545,0.00040845835,0.0017734034],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00038346535,0.00080405234,0.9057309,0.000117122654,0.00004142492,0.0006385369,0.036308423,0.00005889589,0.0031875065,0.0021018311,0.003079493,0.04754832],"study_design_scores_gemma":[0.0000139762005,0.0004424733,0.9507961,0.00008363741,0.000019102183,0.00059797143,0.03636777,0.00011473557,0.0005627268,0.0006355737,0.010349693,0.000016178095],"about_ca_topic_score_codex":0.0016598388,"about_ca_topic_score_gemma":0.0025391597,"teacher_disagreement_score":0.013090631,"about_ca_system_score_codex":0.00026301027,"about_ca_system_score_gemma":0.00030677288,"threshold_uncertainty_score":0.043792546},"labels":[],"label_agreement":null},{"id":"W2497780739","doi":"10.4018/978-1-59904-337-1.ch008","title":"Technology Content, Process, and Standards","year":2007,"lang":"en","type":"book-chapter","venue":"IGI Global eBooks","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Learning standards; Graduation (instrument); Subject (documents); Content (measure theory); Curriculum; Set (abstract data type); Mathematics education; Process (computing); Professional standards; Power (physics); Pedagogy; Psychology; Computer science; Engineering; Mathematics; Engineering ethics; Library science","score_opus":0.04289397240873313,"score_gpt":0.3421308880423518,"score_spread":0.29923691563361865,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2497780739","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00355424,0.0071443887,0.02081231,0.007448309,0.0006339781,0.00017016179,0.00015732096,0.00024982032,0.95982945],"genre_scores_gemma":[0.19202049,0.022044078,0.031104073,0.0032768454,0.0013699036,0.00074363797,0.0008182366,0.00075093657,0.7478718],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9972422,0.000899607,0.00017400422,0.00036511355,0.0011678865,0.00015110888],"domain_scores_gemma":[0.99735,0.0014152147,0.00014000208,0.0004272399,0.00050175516,0.00016578146],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002633363,0.00059231266,0.00038734762,0.002558548,0.0016274366,0.014299276,0.0011509992,0.0025134424,0.019162975],"category_scores_gemma":[0.0060703745,0.00035403096,0.00032820072,0.0035482158,0.0091843465,0.011918065,0.002635054,0.003064308,0.008400659],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000064502374,0.000023955643,0.0001992702,0.00012572872,0.0000021064095,0.00004673998,0.0034373538,0.0002795379,0.00020083597,0.9197197,0.01611408,0.059844237],"study_design_scores_gemma":[0.0000055073488,0.000020100486,0.0005008785,0.00041756994,0.0000033858228,0.00010657786,0.0014030554,0.00029200062,0.00040610932,0.30562022,0.6912144,0.000010208311],"about_ca_topic_score_codex":0.003702015,"about_ca_topic_score_gemma":0.0021234974,"teacher_disagreement_score":0.019162975,"about_ca_system_score_codex":0.006106996,"about_ca_system_score_gemma":0.0058080223,"threshold_uncertainty_score":0.06410658},"labels":[],"label_agreement":null},{"id":"W2504769782","doi":"10.4018/978-1-59904-774-4.ch002","title":"Exploring Gender Differences in Computer-Related Behaviour","year":2011,"lang":"en","type":"book-chapter","venue":"IGI Global eBooks","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":31,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Ontario Tech University","funders":"","keywords":"Psychology; Context (archaeology); Developmental psychology; Social psychology; Geography","score_opus":0.1611473387612703,"score_gpt":0.29627647901938103,"score_spread":0.13512914025811074,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2504769782","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9153692,0.028001292,0.0021928668,0.00115345,0.00015687585,0.00007283461,0.00084551494,0.000016753653,0.052191235],"genre_scores_gemma":[0.97020257,0.019021768,0.0013499813,0.00042969346,0.0000818513,0.0000871276,0.00047048077,0.000014179985,0.0083423825],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996779,0.000109913075,0.000021859834,0.000050946037,0.00009605677,0.000043376647],"domain_scores_gemma":[0.9978981,0.0016450399,0.00022033932,0.000036351008,0.00013249229,0.00006771744],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009906046,0.00015496006,0.00021343467,0.0011601527,0.0002571496,0.00087716145,0.00018789235,0.00025808095,0.009562496],"category_scores_gemma":[0.0031684614,0.00008247923,0.0002600047,0.0010095292,0.00029681274,0.00080355135,0.00037424633,0.00027590132,0.00065599795],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00033706505,0.00040385907,0.51883894,0.0017861759,0.00018096635,0.00078216725,0.03689585,0.00018352398,0.0051789815,0.009241169,0.003407186,0.422764],"study_design_scores_gemma":[0.000009843184,0.0004908334,0.94985056,0.0008769282,0.000083562525,0.0011705788,0.021029862,0.0001970521,0.00091559545,0.0036782646,0.02167537,0.000021635427],"about_ca_topic_score_codex":0.0014923838,"about_ca_topic_score_gemma":0.0028118198,"teacher_disagreement_score":0.009562496,"about_ca_system_score_codex":0.0002649798,"about_ca_system_score_gemma":0.0002743487,"threshold_uncertainty_score":0.031989753},"labels":[],"label_agreement":null},{"id":"W2518436488","doi":"10.12735/ier.v4n2p31","title":"The Impact of ICT on the Professional Role of the Teacher from the Viewpoint of the Principal and Administrative Staff","year":2016,"lang":"en","type":"article","venue":"International Education Research","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Principal (computer security); Information and Communications Technology; Professional development; Business; Public relations; Psychology; Pedagogy; Political science; Computer science; Law; Computer security","score_opus":0.11862013073908828,"score_gpt":0.5224302444730222,"score_spread":0.40381011373393394,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2518436488","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9579154,0.00092598906,0.0015581668,0.003171307,0.00014473195,0.000029557956,0.000029903635,0.00003993337,0.036185093],"genre_scores_gemma":[0.99563783,0.00023045477,0.00028286088,0.0001482715,0.000023253162,0.000009855327,0.0000074937775,0.000007754384,0.0036523412],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99455243,0.0033049353,0.00016735017,0.0002898354,0.0007745244,0.0009108586],"domain_scores_gemma":[0.9873531,0.0067874305,0.0013938196,0.0005965382,0.0017698262,0.0020992667],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032518327,0.00018313384,0.00016912814,0.0005652531,0.0026596477,0.0037902098,0.00053738727,0.0008532596,0.0041497913],"category_scores_gemma":[0.013204009,0.0002025307,0.0002413713,0.0005155435,0.0038300029,0.0011266748,0.0020809479,0.0010148382,0.00064717425],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006493174,0.000985787,0.17744103,0.0005663744,0.000031753505,0.0042628665,0.56398004,0.00051786465,0.011732054,0.0140198665,0.005350908,0.22046216],"study_design_scores_gemma":[0.00007292982,0.0010734654,0.28305396,0.0004788025,0.00007387497,0.0027673384,0.6047214,0.00050924707,0.006244697,0.0027461941,0.09819259,0.00006537013],"about_ca_topic_score_codex":0.006002281,"about_ca_topic_score_gemma":0.0077814967,"teacher_disagreement_score":0.006002281,"about_ca_system_score_codex":0.0027088854,"about_ca_system_score_gemma":0.0044703274,"threshold_uncertainty_score":0.019654393},"labels":[],"label_agreement":null},{"id":"W2529792211","doi":"","title":"Why are Women Underrepresented in IT? The Role of Implicit and Explicit Gender Identity","year":2016,"lang":"en","type":"article","venue":"Americas Conference on Information Systems","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Lakehead University","funders":"","keywords":"Identity (music); Implicit-association test; Normative; Psychology; Social psychology; Gender identity; Field (mathematics); Test (biology); Implicit attitude; Association (psychology); Gender studies; Sociology; Political science; Mathematics","score_opus":0.04716121972235422,"score_gpt":0.3294309083178795,"score_spread":0.2822696885955253,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2529792211","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97666514,0.0017302104,0.00045499386,0.009023087,0.00015225458,0.000011092333,0.00005538809,0.0000069907246,0.011900717],"genre_scores_gemma":[0.99790907,0.00047663102,0.000048656508,0.00060245255,0.000048580143,0.00000469385,0.000012658152,0.0000033538972,0.00089400244],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9976799,0.00096599763,0.00008263549,0.00020077448,0.00049941766,0.0005712536],"domain_scores_gemma":[0.99372333,0.0026741936,0.0017010913,0.00022638042,0.00050982344,0.0011650831],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026784714,0.00016230297,0.00027157195,0.0013324439,0.0017101826,0.002619346,0.00035242166,0.00062132353,0.004589984],"category_scores_gemma":[0.014952985,0.0001313126,0.00016221014,0.0012057171,0.002835072,0.002103399,0.0014555529,0.00071151706,0.0005164746],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023034515,0.00011946332,0.765173,0.000109485714,0.00004470178,0.0007507861,0.09591752,0.000044968765,0.0010423966,0.00967218,0.0033081865,0.12358691],"study_design_scores_gemma":[0.000022618186,0.00017375944,0.67645454,0.00039543523,0.000052825704,0.001300318,0.2872224,0.00019886311,0.00061571994,0.008931673,0.02459187,0.000040044135],"about_ca_topic_score_codex":0.005603698,"about_ca_topic_score_gemma":0.0074201925,"teacher_disagreement_score":0.005603698,"about_ca_system_score_codex":0.000718776,"about_ca_system_score_gemma":0.0011709143,"threshold_uncertainty_score":0.015354991},"labels":[],"label_agreement":null},{"id":"W2531819693","doi":"10.4018/978-1-5225-0174-9.ch005","title":"Standing Alone in Computer Science Education","year":2016,"lang":"en","type":"book-chapter","venue":"Advances in religious and cultural studies (ARCS) book series","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Locale (computer software); Underrepresented Minority; Representation (politics); Race (biology); Field (mathematics); Work (physics); Gender studies; Political science; Sociology; Medical education; Computer science; Engineering; Medicine; Mathematics","score_opus":0.018869314619492945,"score_gpt":0.33660780148395775,"score_spread":0.3177384868644648,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2531819693","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.036254972,0.039770458,0.0006959497,0.06816332,0.0043843593,0.000041590258,0.00012269746,0.000069195004,0.8504975],"genre_scores_gemma":[0.23112287,0.035545964,0.00065489777,0.015264016,0.001042151,0.000034130364,0.00013120615,0.00011173564,0.716093],"study_design_codex":"not_applicable","study_design_gemma":"qualitative","domain_scores_codex":[0.99765164,0.00036684205,0.000051595533,0.00020277481,0.00091545755,0.00081180653],"domain_scores_gemma":[0.9966768,0.0005019439,0.00012755519,0.00010240125,0.0007303311,0.0018608894],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012849261,0.00047300183,0.00044146375,0.0012588383,0.021030946,0.01150059,0.0008877935,0.0015417242,0.03253237],"category_scores_gemma":[0.0034392574,0.0002213691,0.00025567517,0.0030150611,0.007893033,0.0054308157,0.00523711,0.0032723898,0.005243896],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005450971,0.0000927988,0.005306306,0.00040068693,0.000010663503,0.0005358915,0.10154954,0.00016359222,0.00076289853,0.31702548,0.32736522,0.2467325],"study_design_scores_gemma":[0.0000022254894,0.0000173641,0.0020319663,0.0003286417,0.0000054030857,0.00014299725,0.02580967,0.000049347596,0.000105550724,0.0077853175,0.9637121,0.0000093474555],"about_ca_topic_score_codex":0.46495157,"about_ca_topic_score_gemma":0.66773456,"teacher_disagreement_score":0.46495157,"about_ca_system_score_codex":0.017016867,"about_ca_system_score_gemma":0.055967614,"threshold_uncertainty_score":0.9244905},"labels":[],"label_agreement":null},{"id":"W255596203","doi":"10.29173/slw6949","title":"Using Internet Metasites to Foster Teenage Girls' Interest in Technology","year":2001,"lang":"en","type":"article","venue":"School Libraries Worldwide","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"The Internet; Web site; Psychology; Public relations; World Wide Web; Sociology; Political science; Computer science","score_opus":0.08671673552136776,"score_gpt":0.3375157743995542,"score_spread":0.25079903887818644,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W255596203","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99255157,0.000075353004,0.0004265738,0.0001194465,0.000009343736,0.000031347943,0.000016126492,0.00003562545,0.006734622],"genre_scores_gemma":[0.9953198,0.00015935893,0.0020042697,0.00005377956,0.0000069513767,0.000077130346,0.00003065202,0.000013800226,0.0023341759],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99952376,0.00025225308,0.000018859713,0.000049151917,0.00007891048,0.000077091194],"domain_scores_gemma":[0.99679774,0.0013080421,0.00054326816,0.00025234028,0.0001405793,0.00095809123],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010721356,0.00020585426,0.000177119,0.0008900088,0.0011180845,0.001314719,0.000404267,0.00033390816,0.0042967102],"category_scores_gemma":[0.0037775536,0.00015730556,0.00023538098,0.00042663654,0.00055084313,0.0009709496,0.0017033338,0.0005369948,0.00036765228],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0016367853,0.028668009,0.38999024,0.0007442215,0.00014444809,0.001867672,0.07507483,0.0007390449,0.04953238,0.031240968,0.007191588,0.4131697],"study_design_scores_gemma":[0.00081928313,0.019216698,0.6201417,0.0010554055,0.00053162256,0.003029491,0.116359085,0.0037366685,0.07650698,0.017854948,0.14063045,0.0001177929],"about_ca_topic_score_codex":0.000567433,"about_ca_topic_score_gemma":0.003120155,"teacher_disagreement_score":0.0042967102,"about_ca_system_score_codex":0.0005139947,"about_ca_system_score_gemma":0.0008197387,"threshold_uncertainty_score":0.014373958},"labels":[],"label_agreement":null},{"id":"W2567212989","doi":"10.18178/ijiet.2017.7.10.971","title":"Instructors' Perspectives on Learning Technologies in the Multidisciplinary Faculty of Land and Food Systems at the University of British Columbia, Canada","year":2016,"lang":"en","type":"article","venue":"International Journal of Information and Education Technology","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"","keywords":"Multidisciplinary approach; Library science; Geography; Medical education; Sociology; Medicine; Computer science; Social science","score_opus":0.007471754222653475,"score_gpt":0.24760570464830858,"score_spread":0.2401339504256551,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2567212989","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9268117,0.0015442852,0.0014447531,0.01645265,0.000251878,0.000107515705,0.00012326572,0.000079253674,0.05318475],"genre_scores_gemma":[0.96580595,0.0010837378,0.0005746926,0.001704039,0.000028620641,0.000041219777,0.00003233566,0.000028036675,0.030701434],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9952272,0.0021046575,0.00012388764,0.00029985033,0.0009832323,0.0012610848],"domain_scores_gemma":[0.9795852,0.004911562,0.00085085054,0.00019622449,0.0037740588,0.010682158],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003931856,0.0002937014,0.00029350238,0.0014139701,0.022755008,0.009536569,0.0015878401,0.0018831018,0.0087063825],"category_scores_gemma":[0.008006432,0.00029117928,0.00020315677,0.0017411279,0.005779454,0.0014665464,0.0030521036,0.0023114746,0.00063238695],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006405098,0.0002203077,0.025570966,0.00015410774,0.000007672828,0.0026489936,0.9185318,0.0002382326,0.0036750447,0.0032659757,0.010730149,0.034892667],"study_design_scores_gemma":[0.000004410236,0.000061417595,0.011976632,0.00012862629,0.0000046326286,0.00021797718,0.90480155,0.0001335944,0.00048960256,0.00016593824,0.081987046,0.000028617236],"about_ca_topic_score_codex":0.7011765,"about_ca_topic_score_gemma":0.8281081,"teacher_disagreement_score":0.29882348,"about_ca_system_score_codex":0.03982984,"about_ca_system_score_gemma":0.059395123,"threshold_uncertainty_score":0.6011666},"labels":[],"label_agreement":null},{"id":"W2571426659","doi":"10.5539/elt.v10n2p23","title":"Cross-Mode Comparability of Computer-Based Testing (CBT) Versus Paper-Pencil Based Testing (PPT): An Investigation of Testing Administration Mode among Iranian Intermediate EFL Learners","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":26,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Assessment Systems Corporation","keywords":"Comparability; Psychology; Test (biology); Contrast (vision); Pencil (optics); Vocabulary; Mode (computer interface); Repeated measures design; Mathematics education; Statistics; Computer science; Artificial intelligence; Mathematics; Engineering; Linguistics","score_opus":0.07368861285141097,"score_gpt":0.37480484785577617,"score_spread":0.3011162350043652,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2571426659","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989354,0.00008426514,0.00038611345,0.000021433509,0.00001168781,0.00003550618,0.000028537308,0.0000052972027,0.000491786],"genre_scores_gemma":[0.9991744,0.000038282084,0.00030928347,0.000033380165,0.000007531463,0.00003687726,0.000048461992,0.0000059556737,0.00034586317],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9948021,0.0015068098,0.00077618245,0.0009045168,0.0017157543,0.00029466575],"domain_scores_gemma":[0.983622,0.008528357,0.0033774134,0.0014199326,0.0024041121,0.0006480624],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0062388494,0.00034887073,0.00039443249,0.0010052737,0.0003647451,0.0008063837,0.0005040983,0.00039178474,0.001906554],"category_scores_gemma":[0.02269452,0.00018361783,0.00041493645,0.00043334079,0.0007382442,0.000772783,0.0006797623,0.00044671865,0.00042896],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0017704712,0.0011550505,0.93306947,0.0001075028,0.00018859666,0.00029137998,0.01004477,0.00011423953,0.006583414,0.00022622859,0.0002600763,0.046188783],"study_design_scores_gemma":[0.00003965244,0.0043444186,0.985308,0.000038511793,0.000052375683,0.0006204896,0.0045886794,0.00056197797,0.003245224,0.00028230014,0.00089661416,0.000021749536],"about_ca_topic_score_codex":0.0010312265,"about_ca_topic_score_gemma":0.0012943693,"teacher_disagreement_score":0.0062388494,"about_ca_system_score_codex":0.0003621926,"about_ca_system_score_gemma":0.00043704204,"threshold_uncertainty_score":0.03299457},"labels":[],"label_agreement":null},{"id":"W2575968712","doi":"10.5539/ijel.v7n2p176","title":"Teacher’s Attitudes towards Educational Technology in English Language Institutes","year":2017,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Positive attitude; Psychology; Positive relationship; Positive correlation; Rank (graph theory); Spearman's rank correlation coefficient; Rank correlation; Order (exchange); Mathematics education; Medical education; Social psychology; Mathematics; Business; Medicine; Statistics","score_opus":0.025747620357769455,"score_gpt":0.380308649506582,"score_spread":0.35456102914881255,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2575968712","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9987425,0.00004418826,0.000027304042,0.000062358835,0.000001868651,0.0000021608741,0.000004954661,0.0000014490748,0.0011131967],"genre_scores_gemma":[0.99937266,0.00005098131,0.00002173328,0.000015892192,0.0000017011071,0.0000023337016,0.000006571089,5.8876384e-7,0.000527563],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993316,0.00023767835,0.000047367143,0.00005253596,0.00019010587,0.00014073357],"domain_scores_gemma":[0.9935688,0.002105212,0.0021781058,0.000199282,0.00083332293,0.0011151284],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010287057,0.00011247012,0.00020624265,0.0005995921,0.00059229013,0.0012962958,0.00018192323,0.00035702426,0.0025359627],"category_scores_gemma":[0.00555825,0.00016911862,0.00022521892,0.00032641928,0.000508612,0.00045362805,0.00056358776,0.0004424502,0.00031966862],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016156856,0.00026657083,0.9449492,0.00007588752,0.000019134084,0.0005644047,0.04068571,0.00011424771,0.0036300407,0.00020744685,0.00029779616,0.009027919],"study_design_scores_gemma":[0.0000117148165,0.00034644426,0.9612204,0.000038428003,0.00001603914,0.00035015348,0.035647564,0.0001563542,0.0004914229,0.00004654438,0.0016601958,0.000014615074],"about_ca_topic_score_codex":0.0041392916,"about_ca_topic_score_gemma":0.006694414,"teacher_disagreement_score":0.0041392916,"about_ca_system_score_codex":0.0006494682,"about_ca_system_score_gemma":0.00045019004,"threshold_uncertainty_score":0.008483648},"labels":[],"label_agreement":null},{"id":"W257598989","doi":"10.29173/slw6951","title":"Gender, ICT-Related Student Skills, and the Role of a School Library in an Icelandic School","year":2001,"lang":"en","type":"article","venue":"School Libraries Worldwide","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Icelandic; Information and Communications Technology; Computer literacy; The Internet; Mathematics education; Psychology; School library; Pedagogy; Medical education; Computer science; Library science; Medicine; World Wide Web","score_opus":0.010709920844172908,"score_gpt":0.27463154077644575,"score_spread":0.26392161993227287,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W257598989","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99912137,0.000088637855,0.000009002944,0.00004430851,0.0000036660374,0.0000011214228,0.000018462257,8.793423e-7,0.00071244664],"genre_scores_gemma":[0.9990766,0.000073111,0.000016983447,0.000025747824,0.0000033337942,0.0000022110394,0.000021585307,0.000001128846,0.0007792128],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.999637,0.000083669474,0.000026607591,0.000037455182,0.00006433578,0.00015090768],"domain_scores_gemma":[0.9986872,0.0002674981,0.00042614687,0.000028124057,0.00015726077,0.000433778],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00072014966,0.00015707505,0.00028112612,0.00081587466,0.001154858,0.0011568712,0.00023107996,0.00028109396,0.002847297],"category_scores_gemma":[0.0016054951,0.00013708667,0.00020198937,0.0005301562,0.0005451501,0.0007677301,0.00069907564,0.0003726775,0.0002782516],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011748137,0.00023290815,0.9842157,0.000013841772,0.000009551501,0.0002567035,0.0067755156,0.000044980377,0.00027927742,0.0002358926,0.00027261133,0.007545501],"study_design_scores_gemma":[0.0000024075857,0.00011231723,0.9865715,0.000011596055,0.000008388839,0.00012900909,0.012248741,0.00005784502,0.0001528154,0.00006269474,0.0006388749,0.0000039495453],"about_ca_topic_score_codex":0.017314205,"about_ca_topic_score_gemma":0.046025127,"teacher_disagreement_score":0.017314205,"about_ca_system_score_codex":0.0009437954,"about_ca_system_score_gemma":0.0007786709,"threshold_uncertainty_score":0.03442681},"labels":[],"label_agreement":null},{"id":"W2585470657","doi":"10.1109/respect.2016.7836180","title":"How CS departments are managing the enrolment boom: Troubling implications for diversity","year":2016,"lang":"en","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Diversity (politics); Boom; Institution; Affect (linguistics); Public relations; Political science; Sociology; Psychology; Medical education; Law; Medicine; Engineering","score_opus":0.08600788424360657,"score_gpt":0.33702607195042705,"score_spread":0.2510181877068205,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2585470657","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"incentives","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":"incentives","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.43210825,0.0011908916,0.0022594044,0.5375964,0.0010215556,0.000072011986,0.00006136785,0.000066631896,0.025623461],"genre_scores_gemma":[0.95513576,0.0007053802,0.00085194793,0.03996028,0.00038714547,0.00006774398,0.00002241886,0.00004324032,0.002826192],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.95026815,0.02794836,0.0017907786,0.0026288799,0.0060778246,0.011285988],"domain_scores_gemma":[0.88904536,0.045703262,0.01062624,0.0027173886,0.010315574,0.04159221],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.040003333,0.00030664628,0.00036834375,0.0020497746,0.03789917,0.016094467,0.0031267994,0.008280262,0.0070800744],"category_scores_gemma":[0.092327066,0.00063857797,0.00061517366,0.0026970739,0.016311105,0.011812954,0.013664018,0.012150706,0.0010112369],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023611607,0.00046102042,0.10347619,0.00050426845,0.00006079799,0.0027914238,0.60922796,0.00071061455,0.0022418161,0.06283388,0.11323228,0.10422373],"study_design_scores_gemma":[0.000041613417,0.00012411796,0.021974437,0.00036702145,0.000016961474,0.0004278004,0.85693896,0.00044981643,0.0005364627,0.017276114,0.10174642,0.00010024029],"about_ca_topic_score_codex":0.025422517,"about_ca_topic_score_gemma":0.03820423,"teacher_disagreement_score":0.95999664,"about_ca_system_score_codex":0.017548203,"about_ca_system_score_gemma":0.03255154,"threshold_uncertainty_score":0.21156037},"labels":[],"label_agreement":null},{"id":"W2585702959","doi":"10.21432/t2dw5k","title":"A Quantitative and Qualitative Inquiry into Future Teachers’ Use of Information and Communications Technology to Develop Students’ Information Literacy Skills | Enquête quantitative et qualitative auprès de futurs enseignants portant sur l’utilisation des technologies de l’information et de la communication pour développer les compétences informationnelles des élèves","year":2017,"lang":"en","type":"article","venue":"Canadian Journal of Learning and Technology","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Université de Montréal; Université du Québec à Trois-Rivières","funders":"","keywords":"Information literacy; Literacy; Psychology; Qualitative research; Pedagogy; Information and Communications Technology; Library science; Medical education; Sociology; Computer science; Medicine; World Wide Web","score_opus":0.06371513989608638,"score_gpt":0.4243189381992936,"score_spread":0.3606037983032072,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2585702959","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9927152,0.0004737383,0.0012636166,0.0013622302,0.000033745033,0.00032886042,0.00011504641,0.000011294786,0.003696273],"genre_scores_gemma":[0.99076277,0.0007904598,0.0016458045,0.0004259415,0.00001563231,0.0009423812,0.00006453462,0.0000131781435,0.0053393557],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9906777,0.0056962976,0.00045153097,0.00059969444,0.001167461,0.0014073258],"domain_scores_gemma":[0.97654086,0.014991778,0.0019760623,0.00054769305,0.004055819,0.001887803],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.022924837,0.0003333166,0.000659918,0.002016408,0.0069680735,0.0047717676,0.0008781533,0.0012433211,0.002714739],"category_scores_gemma":[0.019847482,0.00062848354,0.00037301373,0.0015377757,0.004948709,0.0036242744,0.0027311656,0.0014547893,0.00035809798],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000032639826,0.000096302465,0.0130957,0.00020936789,0.0000039332135,0.00029769068,0.97467786,0.00004078185,0.00084344926,0.001275792,0.0005704533,0.008856],"study_design_scores_gemma":[0.0000053683398,0.000092577604,0.0098343305,0.00022306552,0.0000035150676,0.000059377104,0.9775889,0.000054042383,0.00030686375,0.00013904399,0.0116788065,0.000014225831],"about_ca_topic_score_codex":0.036031164,"about_ca_topic_score_gemma":0.06133946,"teacher_disagreement_score":0.036031164,"about_ca_system_score_codex":0.009731002,"about_ca_system_score_gemma":0.011968549,"threshold_uncertainty_score":0.1212396},"labels":[],"label_agreement":null},{"id":"W2587859126","doi":"10.21083/ajote.v5i1.3515","title":"KENYA PRIMARY SCHOOL TEACHERS’ PREPARATION IN ICT TEACHING: TEACHER BELIEFS, ATTITUDES, SELF-EFFICACY, COMPUTER COMPETENCE, AND AGE","year":2017,"lang":"en","type":"article","venue":"African Journal of Teacher Education","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Information and Communications Technology; Syllabus; Competence (human resources); Preparedness; Kenya; School teachers; Government (linguistics); Pedagogy; Mathematics education; Computer literacy; Technology integration; Medical education; Psychology; Teaching method; Computer science; Political science; Medicine","score_opus":0.02096622401995095,"score_gpt":0.3426801232814035,"score_spread":0.32171389926145255,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2587859126","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.996031,0.0002507395,0.000031672163,0.00032415846,0.000007917045,0.000019592071,0.000021948943,0.000002021055,0.0033108431],"genre_scores_gemma":[0.9979121,0.00025025228,0.00007988847,0.0000845037,0.0000028315656,0.000014630403,0.000025501742,9.913489e-7,0.0016293332],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996184,0.00009402731,0.00003016863,0.000035989447,0.0001124289,0.000109078894],"domain_scores_gemma":[0.99821305,0.00053569366,0.0005543858,0.000049359587,0.00028078217,0.0003666794],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011814057,0.00016732296,0.00021847775,0.0004992606,0.0013528893,0.0011625959,0.00018259177,0.00047053435,0.0037481776],"category_scores_gemma":[0.0028321473,0.00027732464,0.00020612215,0.00030374937,0.00056626386,0.0006490954,0.00041185415,0.0005691569,0.00039120903],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006711681,0.00065811625,0.9280061,0.00014482155,0.000014709505,0.0004821091,0.0522098,0.00003430156,0.0014480753,0.00032698424,0.0010868445,0.015521062],"study_design_scores_gemma":[0.000009339824,0.0001935612,0.9570743,0.00013530841,0.000019491037,0.00023525987,0.03795535,0.00005859349,0.00038711852,0.00010490473,0.0038142186,0.000012499378],"about_ca_topic_score_codex":0.012414486,"about_ca_topic_score_gemma":0.03317511,"teacher_disagreement_score":0.012414486,"about_ca_system_score_codex":0.0007113964,"about_ca_system_score_gemma":0.0012174903,"threshold_uncertainty_score":0.02468443},"labels":[],"label_agreement":null},{"id":"W2589044250","doi":"10.29173/cais524","title":"The Digital Divide at Elementary Schools in the Oklahoma City Metropolitan Area: A Case Study","year":2013,"lang":"en","type":"article","venue":"Proceedings of the Annual Conference of CAIS / Actes du congrès annuel de l ACSI","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Metropolitan area; Digital divide; Mathematics education; The Internet; Academic achievement; Internet access; School district; Sociology; Computer science; Psychology; Geography; World Wide Web","score_opus":0.03607177049064982,"score_gpt":0.29770362406101347,"score_spread":0.26163185357036367,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2589044250","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99706036,0.000083319486,0.00004560101,0.00042630866,0.0000043116006,0.00002250181,0.000025469382,0.0000018960976,0.0023302492],"genre_scores_gemma":[0.99792707,0.00024207857,0.000121410456,0.000118632604,0.0000056148724,0.000029180472,0.000016968404,0.000002564405,0.0015364855],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99840564,0.00063018594,0.00005145692,0.00014020897,0.00014641542,0.0006262157],"domain_scores_gemma":[0.9980196,0.00084610225,0.0003323671,0.0001013473,0.00017549259,0.00052503095],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009956933,0.00037436496,0.0005414542,0.0018071367,0.024070472,0.003144103,0.0014738714,0.002416367,0.004006642],"category_scores_gemma":[0.0024908183,0.00042540216,0.00031383568,0.00358957,0.0040535564,0.0024250734,0.0039566755,0.0022897033,0.00027871013],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016534429,0.0019104413,0.19190596,0.00021225851,0.000036798425,0.027412344,0.7466013,0.0005242983,0.0009184363,0.0071669132,0.0024147916,0.020731095],"study_design_scores_gemma":[0.0000089158475,0.000117524025,0.04375571,0.00007013699,0.00001736799,0.00087806594,0.9486551,0.000203335,0.00016729886,0.0002488876,0.005865964,0.000011634447],"about_ca_topic_score_codex":0.20752896,"about_ca_topic_score_gemma":0.4596816,"teacher_disagreement_score":0.20752896,"about_ca_system_score_codex":0.00894321,"about_ca_system_score_gemma":0.006622469,"threshold_uncertainty_score":0.412642},"labels":[],"label_agreement":null},{"id":"W2590598280","doi":"10.5430/wje.v7n1p71","title":"Analyzing ICT Policy in K-12 Education in Sudan (1990-2016)","year":2017,"lang":"en","type":"article","venue":"World Journal of Education","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":26,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Information and Communications Technology; Christian ministry; Education policy; Political science; Order (exchange); Information technology; Higher education; Pedagogy; Sociology; Business","score_opus":0.027022192015161258,"score_gpt":0.3928268368953831,"score_spread":0.36580464488022185,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2590598280","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9915325,0.00065594655,0.00010115736,0.001669954,0.00002498537,0.000025910056,0.0005567366,0.000002630251,0.005430225],"genre_scores_gemma":[0.9943046,0.0007609367,0.00018727245,0.00028629726,0.000011292606,0.000029094934,0.00046866384,0.0000021099888,0.003949789],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9989266,0.00019499863,0.000055522218,0.00005138787,0.00014385967,0.0006277111],"domain_scores_gemma":[0.998563,0.00031134175,0.00049986696,0.000031764765,0.0003151581,0.0002788551],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016240607,0.0001597874,0.00016506985,0.0017035172,0.0023163247,0.0021992214,0.00039778056,0.00048439545,0.002333752],"category_scores_gemma":[0.0026546346,0.00015606121,0.00019109593,0.0037897972,0.0004993389,0.0011093667,0.0014775329,0.0009692143,0.00016314034],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003375735,0.00053793663,0.82492054,0.0004809103,0.000077860415,0.0025327685,0.016048947,0.0044419877,0.0012294912,0.053535003,0.00960057,0.08625644],"study_design_scores_gemma":[0.000012650304,0.000069242524,0.92650574,0.00025880718,0.000031719865,0.00013808026,0.03300338,0.0013676513,0.0009460497,0.0014661531,0.036179602,0.000020977272],"about_ca_topic_score_codex":0.23989467,"about_ca_topic_score_gemma":0.3175295,"teacher_disagreement_score":0.23989467,"about_ca_system_score_codex":0.016272567,"about_ca_system_score_gemma":0.013996249,"threshold_uncertainty_score":0.47699672},"labels":[],"label_agreement":null},{"id":"W2593948254","doi":"10.5539/ies.v10n3p54","title":"Teachers’ Technology Acceptance and Usage Situations and the Evaluation of Web Pedagogic Content Knowledge in Terms of Different Variations and the Determination of the Relationship between These","year":2017,"lang":"en","type":"article","venue":"International Education Studies","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Content analysis; Mathematics education; Computer science; Sociology","score_opus":0.34320634474280554,"score_gpt":0.5033705915156295,"score_spread":0.16016424677282393,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2593948254","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9976567,0.000055236556,0.00034103077,0.00002641304,0.0000017003609,0.000013172161,0.000017728546,0.0000056262893,0.0018823193],"genre_scores_gemma":[0.9995994,0.000024862778,0.00014887367,0.000004182079,0.0000016118448,0.000014699961,0.000018167042,0.0000018181871,0.00018634694],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99234104,0.002680275,0.0009014525,0.0007162527,0.0027615163,0.00059956004],"domain_scores_gemma":[0.9778165,0.011392243,0.005536683,0.001031419,0.002879096,0.0013439317],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028694512,0.00022779535,0.00035952852,0.0021698559,0.0005884509,0.0024264432,0.0003319533,0.0005335387,0.001479673],"category_scores_gemma":[0.019518377,0.000277622,0.0004275817,0.0013842309,0.0009661365,0.0013735141,0.0014243156,0.0005022371,0.00026674935],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016789022,0.0002656851,0.91486543,0.00015510805,0.00007355693,0.00048150096,0.038230684,0.0003117076,0.004311485,0.00052706845,0.00016067215,0.04044914],"study_design_scores_gemma":[0.000006758018,0.00036817495,0.9462724,0.000044367378,0.00003843029,0.0007254639,0.0481761,0.0008272587,0.0016830832,0.0005265447,0.00129113,0.000040362687],"about_ca_topic_score_codex":0.00078384386,"about_ca_topic_score_gemma":0.0010849201,"teacher_disagreement_score":0.0028694512,"about_ca_system_score_codex":0.00064464577,"about_ca_system_score_gemma":0.00054552016,"threshold_uncertainty_score":0.015175343},"labels":[],"label_agreement":null},{"id":"W2594020186","doi":"","title":"Tech needs more men... to support gender equality","year":2016,"lang":"en","type":"other","venue":"OCAD University Open Research Repository (OCAD University)","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Ontario College of Art and Design","funders":"Science Foundation Ireland","keywords":"Gender equality; Workforce; Face (sociological concept); Citizen journalism; Public relations; Universal design; Political science; Gender studies; Business; Sociology; Engineering; Social science","score_opus":0.12845888254606957,"score_gpt":0.40866719833671783,"score_spread":0.28020831579064825,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2594020186","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.025780164,0.0024953343,0.00457375,0.2241552,0.0053335708,0.0001348161,0.00019726873,0.0005080517,0.7368219],"genre_scores_gemma":[0.30929035,0.0044250945,0.006464247,0.09454185,0.0025726685,0.0004192083,0.00033420447,0.0006956218,0.58125687],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9951776,0.0024777374,0.00008811093,0.0003198523,0.0010463531,0.0008903201],"domain_scores_gemma":[0.9931231,0.0016041588,0.00055873,0.00047997525,0.00090954005,0.003324498],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0058228434,0.0005647065,0.00041938218,0.0011479695,0.014639877,0.009502749,0.00090114964,0.00331915,0.11093808],"category_scores_gemma":[0.00797159,0.00028626996,0.0005181639,0.0009407166,0.00425389,0.010204826,0.0120858075,0.0035367853,0.034584004],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000045827124,0.00048529435,0.0073006023,0.00062293897,0.00001768826,0.0006407822,0.17111458,0.000074521085,0.0025412696,0.1154322,0.4359639,0.26576042],"study_design_scores_gemma":[0.000007278576,0.00004308584,0.001061475,0.00022350521,0.0000055081177,0.00019821871,0.036600884,0.000019721754,0.00024651643,0.005706565,0.9558768,0.000010330066],"about_ca_topic_score_codex":0.00280514,"about_ca_topic_score_gemma":0.0082629025,"teacher_disagreement_score":0.11093808,"about_ca_system_score_codex":0.0017508803,"about_ca_system_score_gemma":0.0056213373,"threshold_uncertainty_score":0.3711248},"labels":[],"label_agreement":null},{"id":"W2598000351","doi":"10.5539/ies.v10n4p160","title":"Basic Technology Competencies, Attitude towards Computer Assisted Education and Usage of Technologies in Turkish Lesson: A Correlation","year":2017,"lang":"en","type":"article","venue":"International Education Studies","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Turkish; Information technology; Psychology; Mathematics education; Test (biology); Computer technology; Medical education; Pedagogy; Computer science; Multimedia; Medicine","score_opus":0.07558090357637201,"score_gpt":0.42177104222051753,"score_spread":0.3461901386441455,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2598000351","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991885,0.00003903656,0.00004677763,0.000013659126,0.0000014260677,0.0000073094607,0.000023084613,0.0000012109124,0.0006789405],"genre_scores_gemma":[0.99966776,0.00002931571,0.00005714455,0.000006244717,9.1980104e-7,0.000006814017,0.000026639998,6.1578623e-7,0.00020451588],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99914813,0.0001687147,0.000082367194,0.0001258902,0.00031612808,0.00015871969],"domain_scores_gemma":[0.99671304,0.0014037344,0.0008389323,0.00013090901,0.00036485927,0.0005485132],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00080858276,0.00023416529,0.0002754172,0.0009427637,0.0003534716,0.00064297894,0.00026826278,0.000378267,0.0033076184],"category_scores_gemma":[0.0035400032,0.00022466386,0.0003060846,0.000557495,0.00066438364,0.0003834396,0.00047324196,0.00050054817,0.00028884868],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007801633,0.00024758402,0.98878634,0.000034895587,0.000030881893,0.00014006613,0.003830251,0.00008420531,0.0005970783,0.00015868411,0.0000902258,0.0059218328],"study_design_scores_gemma":[0.0000037380578,0.00015466868,0.9946595,0.000017199296,0.000012478337,0.00021582679,0.0041228407,0.00024594375,0.00016051233,0.000053805117,0.00034782506,0.000005727767],"about_ca_topic_score_codex":0.0032901557,"about_ca_topic_score_gemma":0.0037270042,"teacher_disagreement_score":0.0033076184,"about_ca_system_score_codex":0.00046798843,"about_ca_system_score_gemma":0.00058606337,"threshold_uncertainty_score":0.011065066},"labels":[],"label_agreement":null},{"id":"W2600072269","doi":"10.18162/ritpu.2014.250","title":"10.18162/ritpu.2014.250","year":2016,"lang":"fr","type":"dataset","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Université de Moncton","funders":"","keywords":"Computer science","score_opus":0.026157857703762975,"score_gpt":0.3209316178453714,"score_spread":0.2947737601416084,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2600072269","genre_codex":"dataset","genre_gemma":"dataset","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"dataset","genre_consensus":"dataset","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00085522904,0.0003092796,0.0006049397,0.0002229179,0.00013481383,0.00006780307,0.98650175,0.0026999626,0.008603251],"genre_scores_gemma":[0.0019439248,0.00027793384,0.0012140272,0.0001570891,0.00003461396,0.00028127254,0.9839954,0.00067872944,0.011416875],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9982078,0.00040425404,0.00021400901,0.00044689697,0.00043469196,0.00029236334],"domain_scores_gemma":[0.9961253,0.0010329942,0.00032567844,0.0013710188,0.0008407327,0.00030428392],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.002589506,0.0016125591,0.0011799302,0.0061397417,0.0012142232,0.004099865,0.002906608,0.001982748,0.26787898],"category_scores_gemma":[0.010032828,0.0011035096,0.0016284178,0.008334048,0.0006388442,0.0023113338,0.0034477008,0.0014922873,0.44253567],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014891192,0.00007389476,0.003781411,0.0008753901,0.000048434238,0.00003475033,0.00010448126,0.00025475305,0.00022228814,0.0010400452,0.96931016,0.024105482],"study_design_scores_gemma":[0.00015955907,0.000024249899,0.005662663,0.00035550667,0.000023133634,0.00006292447,0.00017075407,0.0004325674,0.00057439355,0.00071678293,0.99178946,0.000028119299],"about_ca_topic_score_codex":0.03757041,"about_ca_topic_score_gemma":0.051904522,"teacher_disagreement_score":0.732121,"about_ca_system_score_codex":0.0021881484,"about_ca_system_score_gemma":0.0037181901,"threshold_uncertainty_score":0.89614445},"labels":[],"label_agreement":null},{"id":"W2609268617","doi":"10.1109/mcse.2017.50","title":"Does a Taste of Computing Increase Computer Science Enrollment?","year":2017,"lang":"en","type":"article","venue":"Computing in Science & Engineering","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Learning Partnership","funders":"Loyola University Chicago; Northwestern University; University of Chicago; National Science Foundation","keywords":"Computer science; Taste; History of computing; Computational science; Data science; Parallel computing; Computer graphics (images); Algorithm; Chemistry","score_opus":0.014264405898180503,"score_gpt":0.3154443651344636,"score_spread":0.3011799592362831,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2609268617","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99483067,0.000103495244,0.00009281474,0.0011684662,0.00002793467,0.000010669263,0.000034887347,0.0000060377474,0.0037249601],"genre_scores_gemma":[0.99855095,0.000060176197,0.000056137902,0.00020077621,0.000023677183,0.0000031453217,0.000019732624,0.0000031819727,0.0010822433],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991805,0.00033109754,0.000037303897,0.00007350636,0.00018743316,0.00019016072],"domain_scores_gemma":[0.98747456,0.0036039194,0.0043949718,0.0005035627,0.0005206948,0.0035023633],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014353216,0.00017769616,0.00025538477,0.0006546305,0.0007281503,0.0018343332,0.00032189133,0.0014680394,0.017190915],"category_scores_gemma":[0.010993577,0.00019382153,0.0004425782,0.0005742684,0.00087096926,0.0008823108,0.0008716896,0.0011708573,0.0011717142],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00068939663,0.0024635266,0.9719819,0.000046396905,0.00009185579,0.00022278543,0.000978789,0.000105580184,0.001823189,0.000961066,0.00064813613,0.019987468],"study_design_scores_gemma":[0.000023799608,0.0007306388,0.9937949,0.000018037073,0.000035186185,0.00012119715,0.0025353911,0.0003531848,0.0003317752,0.00089710107,0.0011451676,0.000013751869],"about_ca_topic_score_codex":0.0023311137,"about_ca_topic_score_gemma":0.0039746794,"teacher_disagreement_score":0.017190915,"about_ca_system_score_codex":0.00050388015,"about_ca_system_score_gemma":0.0006342506,"threshold_uncertainty_score":0.057509303},"labels":[],"label_agreement":null},{"id":"W2612035622","doi":"","title":"Computer Anxiety and Computer Self-Efficacy as Predictors of Iranian EFL Learners’ Performance on the Reading Section of the TOEFL iBT","year":2016,"lang":"en","type":"article","venue":"Higher education of social science","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Test of English as a Foreign Language; Anxiety; Self-efficacy; Reading (process); Reading comprehension; Test (biology); Psychology; Scale (ratio); Computer science; Mathematics education; Social psychology; Language assessment; Linguistics","score_opus":0.016107639603817996,"score_gpt":0.28746372799157277,"score_spread":0.27135608838775477,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2612035622","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991571,0.000040996085,0.000026660664,0.000021894188,0.0000018478868,0.0000036911963,0.000021162288,0.0000021676115,0.0007244567],"genre_scores_gemma":[0.9995427,0.000048478705,0.00005521293,0.000007231421,0.0000030216545,0.000003870527,0.000046860394,6.79658e-7,0.0002919121],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99976724,0.000038274746,0.000029162382,0.00002466572,0.00008996732,0.000050660798],"domain_scores_gemma":[0.99782926,0.0006115823,0.0008175209,0.00006776251,0.00033625992,0.000337596],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00052213547,0.00026029686,0.00014811035,0.0008330211,0.00017941622,0.0006834861,0.00013207005,0.00025935625,0.0018691239],"category_scores_gemma":[0.003047383,0.0000776799,0.00026285436,0.00033516987,0.00020207123,0.0001995658,0.00023247462,0.0003740926,0.00030346224],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000303952,0.00017661178,0.9918643,0.0000125402685,0.000013075842,0.0000738684,0.00046363412,0.00006439709,0.00042341292,0.000034713597,0.0000727057,0.006770283],"study_design_scores_gemma":[0.000002382398,0.00013404516,0.9982077,0.000008639766,0.000010511481,0.000096326265,0.00086820807,0.00024205568,0.0002302924,0.000034479006,0.00016160008,0.000003803994],"about_ca_topic_score_codex":0.0025667849,"about_ca_topic_score_gemma":0.0035303193,"teacher_disagreement_score":0.0025667849,"about_ca_system_score_codex":0.00014990984,"about_ca_system_score_gemma":0.00030948903,"threshold_uncertainty_score":0.0062528253},"labels":[],"label_agreement":null},{"id":"W2612824657","doi":"","title":"Jennifer Sclater, was an ICT Consultant at the Centre for the Study of Learning and Performance, Concordia University, Montreal, Quebec, and is currently Coordinator, Education (youth programs) with the World Anti-Doping Agency, Montreal, Quebec.","year":2006,"lang":"en","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Laptop; Reading (process); Medical education; Mathematics education; Psychology; Control (management); On board; Significant difference; Test (biology); Pedagogy; Medicine; Engineering; Political science; Computer science","score_opus":0.015486473742263104,"score_gpt":0.2654167571256448,"score_spread":0.24993028338338166,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2612824657","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.19789012,0.039184794,0.010668559,0.27664194,0.009081992,0.002439076,0.019424055,0.0021999793,0.44246954],"genre_scores_gemma":[0.16538617,0.008068249,0.0057775285,0.0060266475,0.00039892402,0.00026472562,0.001063629,0.00026186515,0.81275225],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9981804,0.00032556665,0.00008740049,0.00030474627,0.00080976874,0.0002920961],"domain_scores_gemma":[0.983527,0.002492712,0.00066612277,0.0004171608,0.0076133604,0.005283729],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0025381504,0.00047653928,0.00061657856,0.002018202,0.004497675,0.0020197318,0.0015264003,0.0009238374,0.13377829],"category_scores_gemma":[0.0075675906,0.00050790055,0.0002036447,0.0015898091,0.0016913837,0.0013378188,0.0007283242,0.0014480064,0.0103378715],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00025082956,0.00031134955,0.07825862,0.0004784453,0.000034008888,0.00089904753,0.006766843,0.00017675383,0.0016875246,0.0025658284,0.60521233,0.30335835],"study_design_scores_gemma":[0.000057974215,0.00028609714,0.28372002,0.0007036167,0.00005088461,0.0011344812,0.020286452,0.0005162861,0.0016425574,0.00069506554,0.6907668,0.00013972753],"about_ca_topic_score_codex":0.7237484,"about_ca_topic_score_gemma":0.89295316,"teacher_disagreement_score":0.8662217,"about_ca_system_score_codex":0.0115188835,"about_ca_system_score_gemma":0.023217311,"threshold_uncertainty_score":0.55575705},"labels":[],"label_agreement":null},{"id":"W2623788804","doi":"10.5430/ijhe.v6n3p154","title":"Does Perceived Ease of Use Mitigate Computer Anxiety and Stimulate Self-regulated Learning for Pre-Service Teacher Students?","year":2017,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Anxiety; Electronic portfolio; Mood; Portfolio; Psychology; Usability; Applied psychology; Clinical psychology; Computer science; Human–computer interaction","score_opus":0.020133441895518755,"score_gpt":0.38079144453146463,"score_spread":0.3606580026359459,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2623788804","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99880695,0.00014525958,0.000109888446,0.00010108927,0.0000064691603,0.00000906011,0.000011449884,0.000004422397,0.0008055282],"genre_scores_gemma":[0.9993162,0.00013417342,0.00012962385,0.000033100783,0.000007694375,0.000008726282,0.000014839489,0.0000017952076,0.00035382822],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993666,0.00020031455,0.000040967978,0.00005394556,0.00022584904,0.00011236478],"domain_scores_gemma":[0.9947621,0.0018840244,0.0017682709,0.00018862993,0.00043505474,0.0009619741],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00095397834,0.00015077142,0.00035418218,0.0005229052,0.00020498656,0.0012131752,0.00020615202,0.0004634815,0.002631854],"category_scores_gemma":[0.0071227634,0.00010872623,0.00034697016,0.0002928768,0.0002716056,0.0005449836,0.000319736,0.00048791754,0.00037529258],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00048307923,0.003914646,0.8741866,0.00023691118,0.00010885361,0.00020934975,0.002676941,0.00008916637,0.0046237116,0.0002217342,0.00036105994,0.112887874],"study_design_scores_gemma":[0.000018676636,0.0016238409,0.99365145,0.000034001117,0.00004508108,0.00015115736,0.0025116852,0.00025890517,0.0008138675,0.00011723178,0.00076156826,0.000012670756],"about_ca_topic_score_codex":0.0006319658,"about_ca_topic_score_gemma":0.0011764226,"teacher_disagreement_score":0.002631854,"about_ca_system_score_codex":0.00019905118,"about_ca_system_score_gemma":0.00040575437,"threshold_uncertainty_score":0.008804381},"labels":[],"label_agreement":null},{"id":"W2626284206","doi":"10.29173/cais719","title":"Attitudes Toward Computers: The Gender Gap Revisited","year":2013,"lang":"en","type":"article","venue":"Proceedings of the Annual Conference of CAIS / Actes du congrès annuel de l ACSI","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Apprehension; Gender gap; Psychology; Communication apprehension; Class (philosophy); Social psychology; Anxiety; Demographic economics; Computer science","score_opus":0.05924983099620738,"score_gpt":0.3028513006722495,"score_spread":0.24360146967604215,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2626284206","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7242558,0.028402856,0.00085716834,0.15215969,0.0013170092,0.000036979156,0.00077584264,0.000024942443,0.092169754],"genre_scores_gemma":[0.9815894,0.005496993,0.00009504874,0.007474755,0.00038847124,0.000022665019,0.000097565164,0.00001587247,0.0048192367],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9975725,0.0007978725,0.00006520786,0.00024367803,0.0008269238,0.0004937882],"domain_scores_gemma":[0.98750836,0.006903935,0.0011940266,0.00019303002,0.0026305127,0.0015702266],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007984667,0.00025168687,0.0004799988,0.0021781153,0.0024098458,0.002581986,0.0008360238,0.0012614375,0.021842448],"category_scores_gemma":[0.012493376,0.0002473925,0.00022300307,0.0026333116,0.0036102333,0.0032573259,0.001691704,0.0016425975,0.000769326],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005209869,0.00025054472,0.3555709,0.000802008,0.00010067942,0.0017667995,0.2996884,0.00012307985,0.0008833361,0.036830764,0.05544369,0.24801889],"study_design_scores_gemma":[0.000028481989,0.00020235498,0.6119337,0.001440475,0.00004996767,0.00076041516,0.2907612,0.00013977435,0.00028169408,0.006422205,0.08793516,0.00004463607],"about_ca_topic_score_codex":0.105590485,"about_ca_topic_score_gemma":0.2542182,"teacher_disagreement_score":0.105590485,"about_ca_system_score_codex":0.0041823513,"about_ca_system_score_gemma":0.0033071798,"threshold_uncertainty_score":0.20995176},"labels":[],"label_agreement":null},{"id":"W2676649194","doi":"10.1145/3085585.3088485","title":"CISters and Intersectionality","year":2017,"lang":"en","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary; Mount Royal University","funders":"","keywords":"Intersectionality; Face (sociological concept); Mount; Order (exchange); Computer science; Medical education; Sociology; Gender studies; Medicine; Business; Social science","score_opus":0.0659131382221802,"score_gpt":0.43181379114221125,"score_spread":0.36590065292003104,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2676649194","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.071542546,0.0067775697,0.008236294,0.021978643,0.0011581859,0.00005693678,0.00014180075,0.00015489307,0.8899531],"genre_scores_gemma":[0.94218487,0.0034192356,0.0018865459,0.0012531382,0.00044137225,0.00008598806,0.00015076413,0.00013170388,0.050446354],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.98742795,0.0072783884,0.00045122323,0.0014487773,0.0013968997,0.0019968392],"domain_scores_gemma":[0.99463236,0.001573087,0.0006289528,0.0009154565,0.0009023056,0.0013477171],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006121342,0.00067779346,0.00078832183,0.0051153647,0.021036688,0.02250382,0.0016444935,0.0019840137,0.048231155],"category_scores_gemma":[0.008286875,0.0004704108,0.0009146333,0.0059177666,0.042179253,0.015799576,0.03401437,0.004605863,0.0034988157],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000038181144,0.0000145824715,0.002082297,0.00008593323,0.0000149614925,0.00021282128,0.064397454,0.000059500817,0.00012079503,0.9070406,0.008348465,0.017584428],"study_design_scores_gemma":[0.000015580783,0.00005995026,0.0030776241,0.00036317797,0.000026372218,0.00068114314,0.18574472,0.00014335108,0.00026214132,0.28104097,0.52854997,0.000035069937],"about_ca_topic_score_codex":0.0067024063,"about_ca_topic_score_gemma":0.007346209,"teacher_disagreement_score":0.048231155,"about_ca_system_score_codex":0.007168773,"about_ca_system_score_gemma":0.0050073494,"threshold_uncertainty_score":0.1613493},"labels":[],"label_agreement":null},{"id":"W2735188002","doi":"","title":"A STUDY ON COMPUTER LITERACY PROGRAMME FOR VILLAGE HIGHER SECONDARY SCHOOL STUDENTS","year":2017,"lang":"en","type":"article","venue":"International journal of advance research and innovative ideas in education","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mathematics education; Literacy; Computer literacy; Quarter (Canadian coin); Government (linguistics); Class (philosophy); Test (biology); Psychology; Medical education; Pedagogy; Computer science; Medicine; Geography; Artificial intelligence","score_opus":0.08813519668490725,"score_gpt":0.5461262364720598,"score_spread":0.45799103978715255,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2735188002","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99877447,0.00007889795,0.000026445307,0.00010236771,0.000005902231,0.000017994395,0.000017027378,0.0000016826009,0.00097515393],"genre_scores_gemma":[0.99832433,0.00016802877,0.000048224352,0.00012727594,0.000010016987,0.000023741331,0.000029376466,0.0000018725558,0.0012670481],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99947363,0.00015864789,0.00003029529,0.000050780618,0.000104257575,0.00018239497],"domain_scores_gemma":[0.99826354,0.00047462835,0.00022370713,0.00004500203,0.00023440014,0.0007586457],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006793918,0.00019507168,0.00033389352,0.0007743462,0.001627167,0.0010198808,0.00022920776,0.000565932,0.00475979],"category_scores_gemma":[0.0024374118,0.00021174076,0.0002745549,0.0005719589,0.00044098674,0.0005961367,0.00054037565,0.00079294667,0.0005976261],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013802724,0.004313407,0.7900595,0.0004200508,0.000023092924,0.002836376,0.15155862,0.000036651578,0.0035559132,0.00038849365,0.0015800841,0.045089744],"study_design_scores_gemma":[0.000028596563,0.002661358,0.8608488,0.000128315,0.000028132015,0.0011042884,0.12549648,0.00009075584,0.0006417066,0.00015252671,0.008798758,0.000020396037],"about_ca_topic_score_codex":0.0028469043,"about_ca_topic_score_gemma":0.0055875746,"teacher_disagreement_score":0.00475979,"about_ca_system_score_codex":0.00036204883,"about_ca_system_score_gemma":0.00087737007,"threshold_uncertainty_score":0.015923083},"labels":[],"label_agreement":null},{"id":"W2735685883","doi":"10.29173/slw6905","title":"Adding Value: Principals' Perceptions of the Role of the Teacher-Librarian","year":2016,"lang":"en","type":"article","venue":"School Libraries Worldwide","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Perception; Perspective (graphical); Pedagogy; Value (mathematics); School library; Principal (computer security); Psychology; Advice (programming); Sociology; Library science; Computer science","score_opus":0.010173472684502359,"score_gpt":0.2541453689180273,"score_spread":0.24397189623352494,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2735685883","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9744622,0.00063345686,0.0011402317,0.0042788326,0.000093776565,0.00005045318,0.00002622709,0.00003872388,0.01927614],"genre_scores_gemma":[0.9973792,0.00022841775,0.0003016751,0.00027178414,0.000021268703,0.000009833212,0.000010083243,0.000008942336,0.001768841],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98823917,0.007899879,0.00041602485,0.0003530686,0.0016747138,0.0014171641],"domain_scores_gemma":[0.9723991,0.009284343,0.0048669516,0.00083671475,0.0052717044,0.007341257],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008616538,0.00026386653,0.00043194185,0.001199047,0.006603064,0.008614705,0.00066908007,0.0011076307,0.0056916224],"category_scores_gemma":[0.022555642,0.00041592197,0.00032487846,0.0008838666,0.004443498,0.003598431,0.0036555803,0.0026046862,0.0006133836],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021079899,0.0003195557,0.13334166,0.00033166527,0.000041773896,0.0016228098,0.81244457,0.0000890299,0.0015944578,0.007060036,0.0054328167,0.03751086],"study_design_scores_gemma":[0.000018473553,0.0002945006,0.03679816,0.00014629116,0.000026240343,0.00069965277,0.928022,0.00011142753,0.00027293537,0.0008523364,0.03272707,0.000030879542],"about_ca_topic_score_codex":0.006248882,"about_ca_topic_score_gemma":0.009951672,"teacher_disagreement_score":0.008616538,"about_ca_system_score_codex":0.0026510593,"about_ca_system_score_gemma":0.004803211,"threshold_uncertainty_score":0.04556912},"labels":[],"label_agreement":null},{"id":"W2736548669","doi":"10.29173/cais464","title":"Gender in Computer-Mediated Communication: An Examination of JESSE, the Library/Information Science Education Forum Electronic Discussion List","year":2013,"lang":"en","type":"article","venue":"Proceedings of the Annual Conference of CAIS / Actes du congrès annuel de l ACSI","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Technological determinism; Construct (python library); Determinism; Sociology; Information technology; Social science; Political science; Epistemology; Computer science; Law","score_opus":0.015312244385060495,"score_gpt":0.26446885359269323,"score_spread":0.24915660920763275,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2736548669","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.815553,0.0057669934,0.0008395708,0.026520833,0.00042483903,0.000055795168,0.00017553338,0.00002123139,0.15064217],"genre_scores_gemma":[0.9868837,0.0012055113,0.00015469693,0.0010567106,0.00010806901,0.00004197708,0.00003198782,0.000020932439,0.010496293],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99228436,0.0056249625,0.00023208428,0.00024459368,0.0009913539,0.0006226815],"domain_scores_gemma":[0.9773843,0.017367119,0.0013887654,0.00037057837,0.0021027178,0.0013865521],"candidate_categories":["scholarly_communication"],"consensus_categories":[],"category_scores_codex":[0.010492275,0.00021784581,0.00041600957,0.0039786613,0.01397376,0.0063027367,0.00071236526,0.0015905458,0.0070525366],"category_scores_gemma":[0.02178233,0.0002459825,0.00021803095,0.0029278926,0.0052470537,0.0060265055,0.005252168,0.001411387,0.00062331464],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000070055845,0.000078201105,0.015368225,0.00013620719,0.000006819192,0.00047994615,0.93509907,0.000018906665,0.00033131053,0.022341607,0.0054465164,0.020623226],"study_design_scores_gemma":[0.000006083214,0.000048259346,0.041574426,0.00037271544,0.0000071087293,0.00024387252,0.8620687,0.000055367407,0.00021387373,0.002384461,0.0930059,0.000019100333],"about_ca_topic_score_codex":0.015089939,"about_ca_topic_score_gemma":0.03114091,"teacher_disagreement_score":0.9936973,"about_ca_system_score_codex":0.0036077402,"about_ca_system_score_gemma":0.0043224934,"threshold_uncertainty_score":0.055489123},"labels":[],"label_agreement":null},{"id":"W2743776616","doi":"10.5430/wje.v7n4p12","title":"Gender Dimension in the Development of Effective Teaching Skills among University of Cape Coast (Ucc) Distance Education Students","year":2017,"lang":"en","type":"article","venue":"World Journal of Education","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Practicum; Psychology; Teaching method; Gender mainstreaming; Mainstreaming; Mathematics education; Medical education; Pedagogy; Medicine; Sociology; Special education","score_opus":0.0137432613424368,"score_gpt":0.3358732860945409,"score_spread":0.3221300247521041,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2743776616","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9982108,0.00021711088,0.000035452522,0.00013159415,0.000007733014,0.0000047964395,0.000011503558,6.9498304e-7,0.0013802829],"genre_scores_gemma":[0.99919266,0.00010906925,0.000040429513,0.000024641437,0.0000027077872,0.0000037912462,0.000008025946,4.980494e-7,0.00061807886],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9992231,0.00018894406,0.00006150154,0.0000610857,0.0002514165,0.00021392247],"domain_scores_gemma":[0.99743587,0.0007619133,0.00079515757,0.00006371247,0.00031652552,0.0006268808],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009890298,0.00015597818,0.00018697124,0.00055785885,0.000748769,0.0011997906,0.00026606204,0.0002939053,0.0026904088],"category_scores_gemma":[0.0035253558,0.00013040085,0.00015164776,0.00036001575,0.0007639239,0.00054512,0.00069526257,0.000513574,0.00020894226],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014480302,0.00042703128,0.8843044,0.00008999963,0.000016108046,0.0008566271,0.06869996,0.00005512502,0.0025842036,0.0009303066,0.00047784703,0.041413672],"study_design_scores_gemma":[0.0000051926004,0.0002965191,0.95344985,0.00007866534,0.000007101452,0.00045072663,0.04196145,0.000081574966,0.00041472603,0.000250951,0.0029916996,0.000011558992],"about_ca_topic_score_codex":0.0050166994,"about_ca_topic_score_gemma":0.008441407,"teacher_disagreement_score":0.0050166994,"about_ca_system_score_codex":0.00082869007,"about_ca_system_score_gemma":0.0010053694,"threshold_uncertainty_score":0.0099749565},"labels":[],"label_agreement":null},{"id":"W2758741915","doi":"10.1145/3125659.3125679","title":"The Effect of a Computing-focused Linked-courses Learning Community on Minority and Female Students","year":2017,"lang":"en","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Computer science; Learning community; Quarter (Canadian coin); Underrepresented Minority; Resource (disambiguation); Community college; Mathematics education; Medical education; Knowledge management; Psychology; Medicine","score_opus":0.039902213993551025,"score_gpt":0.3959587117132996,"score_spread":0.35605649771974857,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2758741915","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9985115,0.000022662187,0.00002567754,0.00024890454,0.00001775694,0.000055845685,0.000020891206,0.0000053181225,0.0010915701],"genre_scores_gemma":[0.998464,0.000026363266,0.00013449632,0.00015195945,0.000022624828,0.000095408104,0.000032720185,0.000003394286,0.0010691093],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99589705,0.0018745981,0.0001249299,0.00045225857,0.00061996636,0.0010312832],"domain_scores_gemma":[0.9709887,0.007643672,0.0025745975,0.00095159153,0.0015891517,0.016252253],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0058693495,0.00047117818,0.00048081094,0.0007791789,0.0032620912,0.0020784065,0.0011725745,0.0013301154,0.008438434],"category_scores_gemma":[0.016979897,0.0002669496,0.00082235894,0.00037660735,0.0015793715,0.0016096276,0.0035723704,0.0015449462,0.00061983336],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.023176976,0.10088853,0.6242183,0.0002649117,0.0002870764,0.000597481,0.03600469,0.0005195866,0.0072070793,0.0016369224,0.0035436428,0.2016548],"study_design_scores_gemma":[0.0014702847,0.05095172,0.881499,0.00016685431,0.0002766543,0.00013791703,0.054849617,0.0014352822,0.0030349605,0.0006015191,0.0054664547,0.00010978258],"about_ca_topic_score_codex":0.013365471,"about_ca_topic_score_gemma":0.023644269,"teacher_disagreement_score":0.013365471,"about_ca_system_score_codex":0.0014139196,"about_ca_system_score_gemma":0.0029465745,"threshold_uncertainty_score":0.03104043},"labels":[],"label_agreement":null},{"id":"W2765800159","doi":"10.5539/jel.v7n1p154","title":"Factors Affecting Faculty Attitude for Adopting Online Learning at Aljouf University, Saudi Arabia","year":2017,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Online learning; Positive attitude; Anxiety; Medical education; Self-efficacy; Computer-assisted web interviewing; Educational technology; Nationality; Applied psychology; Mathematics education; Social psychology; Multimedia; Immigration; Computer science; Medicine","score_opus":0.0867752722492543,"score_gpt":0.3944649249970993,"score_spread":0.307689652747845,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2765800159","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99897027,0.00006658416,0.000041545605,0.00022155681,0.000007638357,0.000007154212,0.000015108134,0.000002139024,0.00066800887],"genre_scores_gemma":[0.99931765,0.000085018924,0.000071801805,0.00006555528,0.0000069506427,0.000004553051,0.000014902337,6.774235e-7,0.0004328516],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991671,0.00023407816,0.0000837874,0.00005176506,0.00023800711,0.00022537798],"domain_scores_gemma":[0.99258465,0.0015911459,0.002228935,0.00014985376,0.001351237,0.0020942145],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013378023,0.00015458756,0.00012529534,0.0006456788,0.0013323481,0.001291066,0.00023032504,0.0004514582,0.004129993],"category_scores_gemma":[0.0061853235,0.00009321169,0.00020515609,0.00044582065,0.0004029526,0.0004259668,0.00044641452,0.00038726046,0.00042545894],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000082050145,0.00026316388,0.9765644,0.0000461832,0.000014412443,0.00022332107,0.0057894867,0.000052682793,0.001810891,0.00012081127,0.00037881522,0.014653871],"study_design_scores_gemma":[0.0000043710156,0.00030346896,0.97178406,0.00003421937,0.000011506848,0.00019746009,0.025254628,0.00011991977,0.00047938665,0.000055025197,0.0017424455,0.000013555097],"about_ca_topic_score_codex":0.0077534346,"about_ca_topic_score_gemma":0.01303558,"teacher_disagreement_score":0.0077534346,"about_ca_system_score_codex":0.00067953847,"about_ca_system_score_gemma":0.0016643815,"threshold_uncertainty_score":0.015416622},"labels":[],"label_agreement":null},{"id":"W2765965215","doi":"10.28945/2225","title":"Characterising Computer Experience and Anxieties Differences Between Middle Eastern and Western Students in eLearning","year":2015,"lang":"en","type":"article","venue":"Informing Science and IT Education Conference","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Anxiety; The Internet; Context (archaeology); Psychology; Computer science; Medical education; Applied psychology; World Wide Web; Medicine; Geography","score_opus":0.11156590980255406,"score_gpt":0.3810499825920532,"score_spread":0.26948407278949915,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2765965215","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992908,0.000054437227,0.00001764778,0.00002939156,0.0000023719697,0.0000020078112,0.000006279861,5.0187856e-7,0.0005964022],"genre_scores_gemma":[0.9994369,0.000072186915,0.000018403354,0.000037512025,0.0000031062057,0.000004452028,0.0000125259385,7.2290595e-7,0.00041413866],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99967015,0.000063151114,0.000030473328,0.000035530564,0.000084186904,0.000116597825],"domain_scores_gemma":[0.9988894,0.00031170205,0.00031655238,0.00004054216,0.00011675191,0.00032519415],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004493392,0.0001767121,0.00022256696,0.0008130055,0.00075382175,0.0017320234,0.0001705983,0.00032496676,0.0033871378],"category_scores_gemma":[0.0017868265,0.00011622526,0.00024449025,0.00050437154,0.000824646,0.0006454616,0.0008777071,0.00054704084,0.0003260445],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014498991,0.00045107273,0.864621,0.00007427937,0.000038981696,0.0005906346,0.11140932,0.000030611678,0.0033961912,0.00042993933,0.00031288445,0.01850008],"study_design_scores_gemma":[0.0000033642636,0.0002551995,0.89628756,0.00003457312,0.000016444226,0.000302149,0.10155871,0.000051171097,0.00030540192,0.00012824028,0.0010445288,0.000012644216],"about_ca_topic_score_codex":0.0029462788,"about_ca_topic_score_gemma":0.0045143995,"teacher_disagreement_score":0.0033871378,"about_ca_system_score_codex":0.00027832534,"about_ca_system_score_gemma":0.0002967321,"threshold_uncertainty_score":0.011331081},"labels":[],"label_agreement":null},{"id":"W2766732954","doi":"10.28945/3386","title":"Computer Anxiety in E-Learning: The Effect of Computer Self-Efficacy","year":2009,"lang":"en","type":"article","venue":"Informing Science and IT Education Conference","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":36,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Self-efficacy; Anxiety; Context (archaeology); Mediation; Psychology; Usability; Computer science; Social psychology; Human–computer interaction","score_opus":0.012915191697506236,"score_gpt":0.31618019281942406,"score_spread":0.30326500112191784,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2766732954","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9949876,0.00041432295,0.00015159178,0.0001273406,0.000012448052,0.000022027432,0.000030567655,0.0000074003015,0.004246628],"genre_scores_gemma":[0.99934596,0.00010970391,0.00007516041,0.000032906213,0.000010964738,0.000010053243,0.000021532953,0.0000020571426,0.0003916416],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9980653,0.00096863136,0.00010961433,0.00018658691,0.00039730265,0.0002726536],"domain_scores_gemma":[0.97740734,0.015373965,0.0032286013,0.0007628362,0.0006985517,0.0025286612],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002063906,0.00036831215,0.00035184843,0.00074598385,0.00054645824,0.0014110948,0.00032853914,0.00059945986,0.0035412682],"category_scores_gemma":[0.009430354,0.00019392117,0.00089844345,0.00061566517,0.0007662778,0.0005524518,0.0010072149,0.0013165446,0.0002789201],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00043192203,0.00258393,0.9718596,0.00006361901,0.00025314765,0.00024474005,0.001762605,0.00033767457,0.0014131526,0.000710366,0.0002428723,0.020096367],"study_design_scores_gemma":[0.000009267119,0.0003749216,0.9980192,0.000017331215,0.00005897501,0.000113883034,0.00046753712,0.00030305103,0.00020551622,0.00012098001,0.00030210914,0.000007180168],"about_ca_topic_score_codex":0.0013456912,"about_ca_topic_score_gemma":0.0015576251,"teacher_disagreement_score":0.0035412682,"about_ca_system_score_codex":0.00037451167,"about_ca_system_score_gemma":0.0006631286,"threshold_uncertainty_score":0.011846721},"labels":[],"label_agreement":null},{"id":"W2766970018","doi":"10.5539/elt.v10n12p37","title":"The Attitudes of Fifth and Sixth Graders in Kuwait Governmental Schools towards Recreational and Academic Reading in English","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Reading (process); Psychology; Recreation; Curriculum; Mathematics education; Sample (material); Pedagogy; Social psychology","score_opus":0.02140016577505618,"score_gpt":0.35047953142161364,"score_spread":0.3290793656465575,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2766970018","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99964297,0.000015837579,0.000004831129,0.000010856075,0.0000010427592,0.0000024539538,0.000012429104,7.004241e-7,0.00030888693],"genre_scores_gemma":[0.9985318,0.00003910686,0.000033511882,0.000024500145,0.0000014444344,0.0000053877397,0.00003342449,9.111445e-7,0.001329965],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99944395,0.000084834144,0.000054721353,0.00005477513,0.00016789106,0.00019384889],"domain_scores_gemma":[0.9981463,0.00022463856,0.0007078284,0.00006671648,0.00032239116,0.0005321179],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00085912365,0.0004032562,0.0003661924,0.0012622668,0.0015588632,0.0018545716,0.00033771468,0.00063873775,0.0026692154],"category_scores_gemma":[0.0014760877,0.00037401894,0.0004151549,0.00066592824,0.0008984995,0.0006641137,0.0006416842,0.00072139746,0.00091724005],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006762812,0.00035264387,0.95984304,0.000027666365,0.00001629704,0.00020687278,0.03188722,0.000024588748,0.001630822,0.00009853807,0.00015500041,0.0056896233],"study_design_scores_gemma":[0.0000020506545,0.00024376805,0.9651302,0.000015727242,0.000009750322,0.00007550573,0.033641994,0.000055075685,0.00028243443,0.000020544021,0.0005140583,0.000008842626],"about_ca_topic_score_codex":0.033569332,"about_ca_topic_score_gemma":0.080089346,"teacher_disagreement_score":0.033569332,"about_ca_system_score_codex":0.0010410532,"about_ca_system_score_gemma":0.000645147,"threshold_uncertainty_score":0.066747904},"labels":[],"label_agreement":null},{"id":"W2779476696","doi":"10.5430/wje.v7n6p90","title":"Undergraduates’ Attitude Towards the Use of Social Media for Learning Purposes","year":2017,"lang":"en","type":"article","venue":"World Journal of Education","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Port harcourt; Psychology; Social media; Test (biology); Scheffé's method; Reliability (semiconductor); Null hypothesis; Mathematics education; Population; Sample (material); Applied psychology; Social psychology; Medical education; Statistics; Analysis of variance; Computer science; Mathematics","score_opus":0.17674321546211835,"score_gpt":0.40475710192120007,"score_spread":0.22801388645908172,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2779476696","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9986345,0.000108371685,0.00004343539,0.00010468113,0.00000812511,0.00001016407,0.000012340704,0.0000017692176,0.0010765155],"genre_scores_gemma":[0.9985323,0.00016333228,0.000071823146,0.00008407376,0.0000059156805,0.000006006564,0.0000137155575,6.638748e-7,0.0011221911],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993938,0.000145847,0.00005856671,0.000041814765,0.00024643965,0.000113343915],"domain_scores_gemma":[0.9965951,0.0008867463,0.00091256265,0.00012102002,0.00055926334,0.0009253481],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011134434,0.00016851033,0.00023412913,0.00051131245,0.00044299333,0.0012776825,0.00012877483,0.00044134544,0.003468028],"category_scores_gemma":[0.0038989983,0.00019599138,0.00020573025,0.00032133053,0.00045671582,0.00051193696,0.000525676,0.0004949355,0.000360643],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013537472,0.0010406295,0.93515396,0.00012457788,0.000021123704,0.00045401818,0.028940568,0.00007366783,0.0033463235,0.00018714019,0.0005092838,0.030013474],"study_design_scores_gemma":[0.000013375687,0.0015447399,0.9458431,0.00010354345,0.000028250459,0.00064448896,0.04686064,0.00029583042,0.0007981673,0.00015053131,0.0036869626,0.000030444244],"about_ca_topic_score_codex":0.0012514235,"about_ca_topic_score_gemma":0.002400954,"teacher_disagreement_score":0.003468028,"about_ca_system_score_codex":0.0002845364,"about_ca_system_score_gemma":0.00039708818,"threshold_uncertainty_score":0.011601746},"labels":[],"label_agreement":null},{"id":"W2784559120","doi":"10.4018/978-1-59904-881-9.ch003","title":"Activity Theory for Studying Technology Integration in Education","year":2008,"lang":"en","type":"book-chapter","venue":"IGI Global eBooks","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Technology integration; Information and Communications Technology; Activity theory; Context (archaeology); Section (typography); Engineering; Computer science; Educational technology; Knowledge management; Pedagogy; Sociology; Geography; World Wide Web","score_opus":0.036294861459901906,"score_gpt":0.33017155639477563,"score_spread":0.29387669493487373,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2784559120","genre_codex":"other","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.008032559,0.09636365,0.37217978,0.015671987,0.0014461522,0.00037963392,0.00047480385,0.00019667517,0.5052548],"genre_scores_gemma":[0.5405079,0.13878116,0.21734191,0.0061920555,0.0026379116,0.0030882307,0.000906888,0.00026843158,0.09027549],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9978119,0.0012828136,0.00013907862,0.00027021533,0.00036423918,0.00013179194],"domain_scores_gemma":[0.9972984,0.0022184895,0.00013232659,0.00015298504,0.0001192969,0.00007854774],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022429568,0.0011957969,0.0010936909,0.002510355,0.0011939519,0.0039679143,0.0014569167,0.0027170533,0.011268538],"category_scores_gemma":[0.0032639059,0.00034335465,0.0010249052,0.00443812,0.0076256907,0.0060750083,0.0017368607,0.0035757327,0.0018812125],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000038017088,0.000028584778,0.00026412896,0.00023979436,0.000012291804,0.000060586266,0.0011037153,0.0010436258,0.0000851605,0.97702026,0.0023479909,0.01779017],"study_design_scores_gemma":[0.0000099017125,0.000033376906,0.00057369436,0.00045079307,0.000013203247,0.00013748261,0.0008330921,0.0013460789,0.00011484539,0.87877524,0.117699355,0.000012935382],"about_ca_topic_score_codex":0.0028381718,"about_ca_topic_score_gemma":0.0018862993,"teacher_disagreement_score":0.011268538,"about_ca_system_score_codex":0.0038163227,"about_ca_system_score_gemma":0.0020863404,"threshold_uncertainty_score":0.037696958},"labels":[],"label_agreement":null},{"id":"W2786234039","doi":"10.4018/978-1-59140-815-4.ch112","title":"Girls and Computing","year":2006,"lang":"en","type":"book-chapter","venue":"IGI Global eBooks","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Remedial education; Computer science; Digital divide; Gender gap; Mathematics education; The Internet; Psychology; World Wide Web","score_opus":0.02190971259682195,"score_gpt":0.2923707970127338,"score_spread":0.2704610844159118,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2786234039","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.029573834,0.09113149,0.00224096,0.0231257,0.0025161214,0.00004985989,0.00014764954,0.000046536796,0.85116786],"genre_scores_gemma":[0.4523232,0.088837884,0.0016076098,0.0112996595,0.0016553381,0.000104885614,0.00015459524,0.00015326685,0.44386357],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99923277,0.0003223972,0.000025244037,0.00013457125,0.00014963908,0.00013541293],"domain_scores_gemma":[0.99960715,0.00019476209,0.000036825004,0.00002719872,0.000040387888,0.00009368237],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007257969,0.00053794845,0.00034633963,0.00086534506,0.0038116868,0.005936152,0.00050696515,0.0015195683,0.020479456],"category_scores_gemma":[0.0011052112,0.00014832051,0.00024938036,0.0011368732,0.006128529,0.003704443,0.003326686,0.002297599,0.0029706385],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000040192746,0.000038776267,0.0017140077,0.0001914231,0.0000065799395,0.00033966897,0.040228184,0.0000750253,0.0003414377,0.8279604,0.031136291,0.09792806],"study_design_scores_gemma":[0.0000061262554,0.000025996478,0.0011528934,0.00034994833,0.0000044396165,0.0003547905,0.009956749,0.000025267685,0.00018998575,0.03176375,0.95616436,0.0000057014286],"about_ca_topic_score_codex":0.0062293517,"about_ca_topic_score_gemma":0.0073886337,"teacher_disagreement_score":0.020479456,"about_ca_system_score_codex":0.0023376502,"about_ca_system_score_gemma":0.0017749064,"threshold_uncertainty_score":0.06851065},"labels":[],"label_agreement":null},{"id":"W27873478","doi":"10.1111/zph.12314","title":"Factors That Correlate with the Use of Technology in Georgia's Elementary Schools","year":2009,"lang":"en","type":"article","venue":"Zoonoses and Public Health","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"Iowa State University; University of Guelph; Cornell University","keywords":"Mathematics education; Geography; Psychology","score_opus":0.11041673415701854,"score_gpt":0.3358178547280351,"score_spread":0.22540112057101658,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W27873478","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9734499,0.0023190544,0.0010135703,0.011114146,0.00017233881,0.00018557053,0.0011838964,0.00008594137,0.010475621],"genre_scores_gemma":[0.9974486,0.0006279491,0.0005368173,0.0006603426,0.000023343622,0.00008689776,0.0002479697,0.000014051294,0.00035402365],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.97858757,0.0058910735,0.003201544,0.0018950241,0.007981979,0.0024428384],"domain_scores_gemma":[0.9189853,0.02558275,0.034401633,0.004006304,0.008730247,0.008293812],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0099974545,0.00032823265,0.000695256,0.0049174707,0.0027443003,0.0040276987,0.0025016016,0.0016083125,0.004408516],"category_scores_gemma":[0.06789132,0.00052026776,0.0009712822,0.0064727496,0.0027498507,0.0022587562,0.0036262602,0.002843344,0.000818674],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000051096722,0.00009282594,0.98315847,0.00034877966,0.000053958236,0.00017417052,0.004468547,0.00009758664,0.00013327741,0.0008391361,0.003081919,0.007500099],"study_design_scores_gemma":[0.000002955009,0.00004830733,0.9918283,0.00038540072,0.000029618242,0.000081519676,0.005077187,0.00012014748,0.000058087062,0.00021374467,0.0021393506,0.000015357038],"about_ca_topic_score_codex":0.12334328,"about_ca_topic_score_gemma":0.16275282,"teacher_disagreement_score":0.12334328,"about_ca_system_score_codex":0.008240975,"about_ca_system_score_gemma":0.013878036,"threshold_uncertainty_score":0.2452507},"labels":[],"label_agreement":null},{"id":"W2788365048","doi":"","title":"When Technology Does Not Add Up: ICT Use Negatively Predicts Mathematics and Science Achievement for Finnish and Turkish Students in PISA 2012","year":2017,"lang":"en","type":"article","venue":"Journal of educational multimedia and hypermedia","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":35,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Turkish; Information and Communications Technology; Mathematics education; Academic achievement; Technology integration; Educational technology; Technological literacy; Psychology; Computer science","score_opus":0.03995764111710965,"score_gpt":0.36629749607206447,"score_spread":0.3263398549549548,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2788365048","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989988,0.000045010274,0.000010476441,0.00010280508,0.000012224232,0.0000021418452,0.000097979486,0.0000015190446,0.00072898786],"genre_scores_gemma":[0.99900395,0.00004745767,0.000016925847,0.000031895925,0.0000067912615,0.0000059581457,0.00015854037,0.0000022005127,0.00072628696],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99908733,0.00011625834,0.00006938178,0.00012155764,0.00020880451,0.0003966315],"domain_scores_gemma":[0.99697304,0.00056546467,0.00087772985,0.000095112766,0.00034952493,0.001139194],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005921261,0.00043064312,0.00047662968,0.0011148072,0.001520457,0.002857519,0.0007202022,0.0013834,0.004519715],"category_scores_gemma":[0.002976971,0.00043991045,0.0010237099,0.0013204708,0.0008724827,0.0008941896,0.0018244853,0.001738549,0.0013854951],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010086364,0.00022887565,0.99388593,0.000014772383,0.0000454345,0.00018257793,0.002372157,0.000028096623,0.00021309746,0.000058879603,0.00037258049,0.0024966514],"study_design_scores_gemma":[0.0000031977397,0.0000811309,0.9917018,0.000016986314,0.000040756953,0.000052760875,0.0075457385,0.000082135644,0.000090529815,0.000031968935,0.0003414136,0.000011513065],"about_ca_topic_score_codex":0.045596622,"about_ca_topic_score_gemma":0.06684008,"teacher_disagreement_score":0.045596622,"about_ca_system_score_codex":0.00089262414,"about_ca_system_score_gemma":0.001747746,"threshold_uncertainty_score":0.09066248},"labels":[],"label_agreement":null},{"id":"W2792360450","doi":"","title":"Issues and Impediments Faced by Canadian Teachers While Integrating ICT in Pedagogical Practice.","year":2017,"lang":"en","type":"article","venue":"The turkish online journal of educational technology","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":17,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Information and Communications Technology; Technology integration; Technological literacy; Educational technology; Pedagogy; Sociology; Psychology; Public relations; Mathematics education; Political science","score_opus":0.05344515787607975,"score_gpt":0.4307593473635858,"score_spread":0.37731418948750606,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2792360450","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9353834,0.0024328374,0.0005929228,0.025872204,0.00031135106,0.00013939108,0.00015010263,0.00006940176,0.03504834],"genre_scores_gemma":[0.9866436,0.001512644,0.0009152706,0.0018254925,0.000021844291,0.000043795397,0.00005282693,0.00003442527,0.0089500975],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9770164,0.0049709617,0.0008454157,0.0011441376,0.008671856,0.00735121],"domain_scores_gemma":[0.958118,0.0074511734,0.003455994,0.0006744361,0.015595705,0.014704646],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010060823,0.0003184291,0.00041009724,0.0017199151,0.02003749,0.009510661,0.0021420645,0.0026958082,0.0043483977],"category_scores_gemma":[0.03975798,0.0006767649,0.0004053724,0.0043425653,0.0055935285,0.0026590796,0.005403898,0.003791931,0.0005914132],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022908831,0.0003832982,0.09679819,0.0004356089,0.000029118284,0.0027427238,0.7650139,0.00019543023,0.0019085186,0.0040162317,0.014319066,0.11392884],"study_design_scores_gemma":[0.000015339998,0.00010508471,0.072486594,0.0004497138,0.000025562118,0.00044756403,0.865645,0.00015823104,0.000436252,0.00038539607,0.05977514,0.000070069706],"about_ca_topic_score_codex":0.93447435,"about_ca_topic_score_gemma":0.9642099,"teacher_disagreement_score":0.06552565,"about_ca_system_score_codex":0.055762127,"about_ca_system_score_gemma":0.18739949,"threshold_uncertainty_score":0.40458447},"labels":[],"label_agreement":null},{"id":"W2793849543","doi":"","title":"A Quantitative and Qualitative Inquiry into Future Teachers’ Use of Information and Communications Technology to Develop Students’ Information Literacy Skills","year":2016,"lang":"en","type":"article","venue":"Canadian Journal of Learning and Technology","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Information literacy; Qualitative research; Mathematics education; Psychology; Technological literacy; Literacy; Pedagogy; Teaching method; Technology integration; Sociology; Social science","score_opus":0.02807955948898782,"score_gpt":0.39546642812929245,"score_spread":0.3673868686403046,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2793849543","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9871611,0.000112408154,0.0032313569,0.0016774766,0.000034767203,0.00037862212,0.00016039715,0.000018361401,0.00722562],"genre_scores_gemma":[0.9911993,0.00017156954,0.00286337,0.00040299838,0.000006766856,0.0008065811,0.000061362334,0.000015315776,0.0044728518],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99161875,0.0052641267,0.00042326227,0.00051446876,0.0011281903,0.0010511463],"domain_scores_gemma":[0.9511302,0.037795722,0.0024441918,0.000857043,0.005458459,0.0023142819],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.017277693,0.0003788202,0.00048466565,0.0020691562,0.0060762432,0.005032581,0.0011284116,0.0016770038,0.0034661877],"category_scores_gemma":[0.036042288,0.0007360837,0.00035689646,0.0013962474,0.0050633214,0.004531384,0.0029667036,0.0028603165,0.00044442993],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000040181636,0.00030055293,0.010034385,0.000115511684,0.0000036310032,0.00021187354,0.9781471,0.00005686896,0.0015890821,0.002022839,0.00044676356,0.007031169],"study_design_scores_gemma":[0.000010755804,0.00009093617,0.005311326,0.00010721205,0.000004059053,0.00007506238,0.98832464,0.00011675811,0.000804683,0.0004424499,0.0046980996,0.000013946749],"about_ca_topic_score_codex":0.00891847,"about_ca_topic_score_gemma":0.0182715,"teacher_disagreement_score":0.017277693,"about_ca_system_score_codex":0.00584255,"about_ca_system_score_gemma":0.008960306,"threshold_uncertainty_score":0.09137422},"labels":[],"label_agreement":null},{"id":"W2799858550","doi":"10.4018/978-1-59140-815-4.ch187","title":"Unintended Consequences of Definitions of IT Professionals","year":2006,"lang":"en","type":"book-chapter","venue":"IGI Global eBooks","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Toronto Metropolitan University","funders":"","keywords":"Unintended consequences; Public relations; Variety (cybernetics); Politics; Institutionalisation; Equity (law); Information technology; Political science; Perspective (graphical); Critical discourse analysis; Engineering ethics; Sociology; Engineering; Law","score_opus":0.0697692262223841,"score_gpt":0.338376133631053,"score_spread":0.2686069074086689,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2799858550","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.1810677,0.013022202,0.011243749,0.09361701,0.0012924898,0.00007769848,0.00011452381,0.00006576423,0.6994989],"genre_scores_gemma":[0.94893885,0.0022023437,0.0017062906,0.0066463463,0.00016792922,0.00006422505,0.000047412534,0.00007781348,0.040148802],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.98576826,0.00740981,0.00034114163,0.0010088029,0.0040631886,0.001408742],"domain_scores_gemma":[0.9871848,0.008920567,0.0008647516,0.0005931615,0.001686902,0.00074984285],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009001969,0.0006022551,0.00049076194,0.0020249062,0.0133144,0.010121985,0.0014930257,0.002832418,0.0032952214],"category_scores_gemma":[0.013944908,0.00032491254,0.00022515772,0.0021896034,0.05618112,0.006438749,0.0071807085,0.0055921255,0.00044458546],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000010975859,0.000010784241,0.00066579675,0.00004957582,0.0000019150484,0.00018448113,0.31979758,0.00006342477,0.00021226784,0.6667405,0.0048337495,0.007428945],"study_design_scores_gemma":[0.000014461919,0.000023394383,0.0032872215,0.0008742243,0.000017270775,0.0005215818,0.40211073,0.00045721562,0.0010310664,0.17455381,0.41707593,0.000033129527],"about_ca_topic_score_codex":0.15476269,"about_ca_topic_score_gemma":0.16054073,"teacher_disagreement_score":0.15476269,"about_ca_system_score_codex":0.030848796,"about_ca_system_score_gemma":0.020439407,"threshold_uncertainty_score":0.30772376},"labels":[],"label_agreement":null},{"id":"W2807428060","doi":"10.5539/ies.v11n6p66","title":"A Study of Primary School Teachers’ and Turkish Language Teachers’ Anxiety about Tablet PC Assisted Teaching","year":2018,"lang":"en","type":"article","venue":"International Education Studies","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Turkish; Anxiety; Psychology; School teachers; Mathematics education; Teaching method; Medical education; Tablet pc; Process (computing); Multimedia; Computer science; Medicine","score_opus":0.05429561387185963,"score_gpt":0.4179334721579232,"score_spread":0.36363785828606354,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2807428060","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992575,0.00013857076,0.000042050102,0.000059695016,0.000004972595,0.000012435643,0.000011001116,0.0000017211382,0.00047210173],"genre_scores_gemma":[0.99922,0.00021049363,0.00005190132,0.000057406527,0.0000070813708,0.000020074422,0.000013899828,0.0000010751033,0.0004181011],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.998844,0.00028363324,0.00012109985,0.0001153528,0.00030739515,0.00032846731],"domain_scores_gemma":[0.99561983,0.0017295469,0.0010797156,0.00012797915,0.00070831086,0.00073457387],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013397908,0.0003184097,0.0004933402,0.0008400757,0.0013013906,0.0013768872,0.00029989012,0.0006104896,0.00157188],"category_scores_gemma":[0.0040127393,0.00045434278,0.0005633166,0.00051324174,0.0008817381,0.0006254358,0.0005383588,0.0007754317,0.00022557093],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00030575352,0.0017179942,0.60104513,0.0005100193,0.00006329609,0.0024806848,0.3605709,0.0000726556,0.005564359,0.00026503674,0.0008701419,0.026534062],"study_design_scores_gemma":[0.000028045994,0.0012685618,0.7244877,0.0001104503,0.000059756065,0.0012290152,0.26901928,0.00012590746,0.00054305076,0.000055513014,0.003033309,0.00003935381],"about_ca_topic_score_codex":0.008058119,"about_ca_topic_score_gemma":0.012578829,"teacher_disagreement_score":0.008058119,"about_ca_system_score_codex":0.0010906793,"about_ca_system_score_gemma":0.0012024518,"threshold_uncertainty_score":0.016022444},"labels":[],"label_agreement":null},{"id":"W2824298521","doi":"10.69520/jipe.v1i1.38","title":"Male ECE Students in Post-secondary Classrooms: Enrolment and Retention","year":2018,"lang":"en","type":"article","venue":"Journal of innovation in polytechnic education.","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Humber Polytechnic","funders":"","keywords":"Mathematics education; Psychology; Grade retention; Pedagogy; Academic achievement","score_opus":0.019053571652870836,"score_gpt":0.35423307589443515,"score_spread":0.3351795042415643,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2824298521","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9987067,0.000121401295,0.000060874416,0.000121236764,0.000008512328,0.000017179706,0.000077796474,0.000002909964,0.0008834327],"genre_scores_gemma":[0.9986211,0.00009875251,0.00003998045,0.000067040135,0.0000082292,0.000014950319,0.00007250102,0.0000019402464,0.0010754043],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9973757,0.0003630715,0.0001259647,0.00024857855,0.0010258257,0.0008608609],"domain_scores_gemma":[0.9933382,0.0013432167,0.0020441005,0.00031905688,0.0012605725,0.0016948709],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032834497,0.00018268492,0.00044146457,0.0018604668,0.0015360424,0.0022038512,0.00082292216,0.00064557814,0.0051043495],"category_scores_gemma":[0.010465392,0.0002127869,0.0002650809,0.0011478607,0.00066915626,0.0012252202,0.0018997806,0.0007149902,0.0011923527],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007347902,0.00025868588,0.9712387,0.00001997829,0.000009399136,0.00022073337,0.006639021,0.000011104756,0.0004839579,0.000117760734,0.00028973905,0.020637505],"study_design_scores_gemma":[0.0000027013582,0.0002503476,0.9849337,0.000029626532,0.0000075213397,0.0002774623,0.013060531,0.0000632322,0.00034144265,0.00004224491,0.0009831991,0.000007964768],"about_ca_topic_score_codex":0.010284242,"about_ca_topic_score_gemma":0.022091238,"teacher_disagreement_score":0.010284242,"about_ca_system_score_codex":0.00085071323,"about_ca_system_score_gemma":0.0013619246,"threshold_uncertainty_score":0.020448744},"labels":[],"label_agreement":null},{"id":"W288730198","doi":"10.29173/slw6947","title":"Gender, Educational Technologies, and the School Library","year":2001,"lang":"en","type":"article","venue":"School Libraries Worldwide","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"School library; Sociology; Service (business); Library science; School education; Pedagogy; Public relations; Political science; Computer science","score_opus":0.018474846501493874,"score_gpt":0.26791011333714865,"score_spread":0.24943526683565478,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W288730198","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.57056075,0.037768833,0.0018998275,0.03428452,0.0005741575,0.000028687677,0.00028124344,0.000084082094,0.35451788],"genre_scores_gemma":[0.9809507,0.004415029,0.00022421163,0.0016841231,0.00015286815,0.0000148037825,0.000025420526,0.000017166762,0.012515735],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.99802506,0.0011255799,0.000069754205,0.00016148303,0.00030565143,0.0003125132],"domain_scores_gemma":[0.9942878,0.0029852847,0.0010337284,0.0001443239,0.0004754595,0.0010734948],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018286139,0.00020157629,0.0003375547,0.0021132082,0.0029890807,0.006509433,0.00039315448,0.0007185935,0.013347585],"category_scores_gemma":[0.005218249,0.00009904745,0.00020568159,0.002134823,0.004353289,0.0051007187,0.0027064094,0.00069872633,0.000907254],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002838701,0.00036358385,0.1616757,0.0006004311,0.000056975572,0.0011497863,0.21152286,0.00011196778,0.00054518785,0.35342246,0.021922048,0.24834505],"study_design_scores_gemma":[0.000042315136,0.00026592892,0.21624269,0.001374618,0.000078898345,0.0017564252,0.2873924,0.00021597446,0.0011093203,0.10041116,0.39103624,0.00007403266],"about_ca_topic_score_codex":0.00373374,"about_ca_topic_score_gemma":0.006082305,"teacher_disagreement_score":0.013347585,"about_ca_system_score_codex":0.0024613582,"about_ca_system_score_gemma":0.0014151341,"threshold_uncertainty_score":0.044652164},"labels":[],"label_agreement":null},{"id":"W2891391058","doi":"10.3386/w14240","title":"Technology's Edge: The Educational Benefits of Computer-Aided Instruction","year":2008,"lang":"en","type":"preprint","venue":"National Bureau of Economic Research","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":99,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McMaster University","funders":"Princeton University","keywords":"Enhanced Data Rates for GSM Evolution; Computer science; Mathematics education; Computer graphics (images); Engineering drawing; Engineering; Artificial intelligence; Psychology","score_opus":0.25177490052130086,"score_gpt":0.4960456874701861,"score_spread":0.24427078694888527,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2891391058","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99717903,0.00040401056,0.00017998912,0.0001428281,0.000027049822,0.000049984697,0.000037456306,0.000007323933,0.0019723657],"genre_scores_gemma":[0.9985324,0.00018883147,0.00044339316,0.00012628867,0.0000327092,0.000036815345,0.000025904808,0.0000037210275,0.00060979585],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9987049,0.0007683123,0.000064761254,0.0001400493,0.00017683725,0.00014511915],"domain_scores_gemma":[0.99077845,0.007344728,0.0007055667,0.0004022524,0.00013983116,0.0006291049],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013114355,0.00021745774,0.00046856428,0.00034430425,0.00024036312,0.000575732,0.00028800062,0.00065962906,0.005592751],"category_scores_gemma":[0.007815449,0.00012057844,0.00040346442,0.0002534713,0.0006694902,0.0005613915,0.00064360275,0.00058059616,0.00018408905],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.23299798,0.068300545,0.06492019,0.0014026379,0.0010128372,0.00038420147,0.0011266804,0.0018370379,0.019646639,0.006296999,0.0016486592,0.6004257],"study_design_scores_gemma":[0.025563028,0.39025363,0.53261316,0.00041511506,0.0025595275,0.0004831966,0.0011615496,0.002880129,0.025833718,0.007857969,0.010275055,0.00010406577],"about_ca_topic_score_codex":0.0003099609,"about_ca_topic_score_gemma":0.00042813845,"teacher_disagreement_score":0.005592751,"about_ca_system_score_codex":0.00016571266,"about_ca_system_score_gemma":0.00037305107,"threshold_uncertainty_score":0.01870966},"labels":[],"label_agreement":null},{"id":"W28965748","doi":"10.1016/j.jcjd.2017.08.244","title":"Predicting Success in the Introduction to Computers Course: GPA vs. Student's Self-Efficacy Scores","year":2010,"lang":"en","type":"article","venue":"Information Systems Education Journal","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"Merck Canada","keywords":"Class (philosophy); Mathematics education; Predictive power; Perception; Psychology; Value (mathematics); Computer science; Artificial intelligence","score_opus":0.009820893459658498,"score_gpt":0.3295735759384629,"score_spread":0.31975268247880445,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W28965748","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99835,0.000035910616,0.000070285634,0.00010560556,0.000013362333,0.000017933138,0.00028639054,0.00001459786,0.0011059635],"genre_scores_gemma":[0.9985902,0.00003056051,0.00010205409,0.000020742089,0.000010312819,0.000011543082,0.00036833563,0.000002703843,0.00086348056],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99964607,0.00008186993,0.000029293498,0.000052588388,0.00009574989,0.00009449026],"domain_scores_gemma":[0.99599224,0.0011895923,0.0007435987,0.00009673059,0.00031701077,0.0016608331],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010779584,0.00035590027,0.00032913388,0.00079544977,0.00035481653,0.000855407,0.00047238905,0.000706384,0.0072462014],"category_scores_gemma":[0.0045213504,0.00017888276,0.00054938934,0.0006113683,0.00024642027,0.0004238607,0.0004069533,0.0012041768,0.0011382457],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024487346,0.00061577035,0.99447155,0.0000057211823,0.000035992194,0.000010437959,0.00004942621,0.00008596654,0.00012010083,0.000015589609,0.00041262465,0.003931926],"study_design_scores_gemma":[0.00002387611,0.00042134436,0.9982986,0.0000069804437,0.000030187184,0.000012589171,0.000097236916,0.00083805044,0.00012446164,0.000021334221,0.00012075138,0.0000046020145],"about_ca_topic_score_codex":0.03539145,"about_ca_topic_score_gemma":0.0409266,"teacher_disagreement_score":0.03539145,"about_ca_system_score_codex":0.00046366092,"about_ca_system_score_gemma":0.0010338298,"threshold_uncertainty_score":0.07037091},"labels":[],"label_agreement":null},{"id":"W2899615896","doi":"","title":"CAREER EXPERIENCES OF CANADIAN INFORMATION AND COMMUNICATIONS TECHNOLOGY EXECUTIVES: UNDERSTANDING CAREER ADVANCEMENT BARRIERS AND ENABLERS FOR WOMEN AND MEN","year":2018,"lang":"en","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Public relations; Career development; Medical education; Psychology; Sociology; Political science; Medicine","score_opus":0.058088434901055544,"score_gpt":0.30471960566580897,"score_spread":0.24663117076475344,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2899615896","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98078716,0.00078400684,0.000042532785,0.0052399756,0.00008747308,0.00003544034,0.0002699054,0.0000046443292,0.012748786],"genre_scores_gemma":[0.99019367,0.00093052455,0.000076271135,0.0015395341,0.000018846158,0.000027032562,0.0002031315,0.000009601399,0.0070013567],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99480575,0.0004497029,0.0000918197,0.00021220514,0.000867912,0.0035725485],"domain_scores_gemma":[0.9885866,0.0012205922,0.0009813759,0.00009618329,0.0026421286,0.0064731915],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0038850764,0.00043937424,0.0007242641,0.002700741,0.023953723,0.008053927,0.0017456341,0.0021755924,0.006720774],"category_scores_gemma":[0.008779208,0.00048756518,0.00046102627,0.0040952126,0.0037192253,0.0028246117,0.0063458844,0.0039134496,0.00049551163],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002889488,0.00030042813,0.29022577,0.000110549525,0.000025202044,0.00087289314,0.6693509,0.00006223584,0.00036600648,0.0037571879,0.011116551,0.023523228],"study_design_scores_gemma":[0.000007040708,0.00004439937,0.10432769,0.00014935226,0.000008577858,0.00008300687,0.8810407,0.000050979237,0.00004139333,0.0001374721,0.014073553,0.0000357511],"about_ca_topic_score_codex":0.9628866,"about_ca_topic_score_gemma":0.9863456,"teacher_disagreement_score":0.037113428,"about_ca_system_score_codex":0.03285995,"about_ca_system_score_gemma":0.08882407,"threshold_uncertainty_score":0.23841673},"labels":[],"label_agreement":null},{"id":"W2899828929","doi":"10.3390/socsci7110223","title":"When Academic Technology Fails: Effects of Students’ Attributions for Computing Difficulties on Emotions and Achievement","year":2018,"lang":"en","type":"article","venue":"Social Sciences","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"Social Sciences and Humanities Research Council of Canada; Fonds de Recherche du Québec-Société et Culture","keywords":"Attribution; Boredom; Psychology; Academic achievement; Shame; Pride; Anger; Learned helplessness; Social psychology; Anxiety; Developmental psychology","score_opus":0.05109965463391044,"score_gpt":0.4082076829135917,"score_spread":0.3571080282796813,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2899828929","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99961,0.000024178495,0.00002440136,0.000040731215,0.000003983644,0.0000019824577,0.000006316644,0.0000011078133,0.00028733286],"genre_scores_gemma":[0.9998037,0.00002402063,0.000023902008,0.000012368392,0.0000024696642,0.0000032347912,0.000010820411,8.407587e-7,0.00011858939],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.998002,0.0008331372,0.00014611104,0.00019739698,0.00045620924,0.0003650998],"domain_scores_gemma":[0.9873105,0.0057160924,0.003933483,0.0006839659,0.0007097406,0.0016461122],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002977254,0.0003307021,0.00046102275,0.0009071515,0.0009969358,0.0025581329,0.0003807113,0.0004954075,0.002078814],"category_scores_gemma":[0.01669389,0.00024241561,0.00047985493,0.00064141396,0.0015108435,0.00084039674,0.0019662122,0.001303993,0.00026363265],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00027946904,0.00052348844,0.97857124,0.000024060335,0.000055027565,0.00012533793,0.008372342,0.00006570742,0.00094171957,0.00016379762,0.00011708031,0.010760803],"study_design_scores_gemma":[0.000005180046,0.00019562859,0.98857564,0.000012004636,0.000017181503,0.000045074714,0.010370413,0.00011750444,0.00035108792,0.00012961162,0.00017290558,0.000007788008],"about_ca_topic_score_codex":0.0030581742,"about_ca_topic_score_gemma":0.004811188,"teacher_disagreement_score":0.0030581742,"about_ca_system_score_codex":0.0005528166,"about_ca_system_score_gemma":0.0005778102,"threshold_uncertainty_score":0.015745401},"labels":[],"label_agreement":null},{"id":"W2908059162","doi":"10.5539/ijel.v9n1p152","title":"English Teachers’ Perceptions of Technology Integration: Are They Different From Their Peers in Engineering and Medical Science?","year":2018,"lang":"en","type":"article","venue":"International Journal of English Linguistics","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Northern Border University","keywords":"Information and Communications Technology; Perception; Technology integration; Subject (documents); Medical science; Mathematics education; Psychology; Medical education; Teaching method; Computer science; Medicine; Library science","score_opus":0.015101177760727896,"score_gpt":0.3101193470608493,"score_spread":0.2950181693001214,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2908059162","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9985977,0.0001523513,0.000023649336,0.00015989106,0.000008656226,0.0000023135706,0.000011629043,0.0000013982153,0.0010424183],"genre_scores_gemma":[0.9987748,0.00020342751,0.000029535719,0.00010989204,0.0000068117292,0.000005238982,0.000023188355,0.0000027121948,0.0008443407],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99896586,0.00023042293,0.0000851567,0.00010743657,0.00033410857,0.0002769575],"domain_scores_gemma":[0.9952295,0.0007917818,0.0016990397,0.000103652616,0.00071619515,0.0014598673],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014358575,0.00019487983,0.000441878,0.0011504347,0.000812482,0.0026835585,0.00025350248,0.00048027525,0.0027567754],"category_scores_gemma":[0.006416884,0.00023562057,0.00028173308,0.000551642,0.00083195814,0.0015505893,0.0010006374,0.00054141757,0.00056811597],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001367002,0.0002858924,0.82588524,0.000078782155,0.000036667338,0.0009630947,0.14801389,0.000026650832,0.0021801463,0.0003211225,0.0005932942,0.021478454],"study_design_scores_gemma":[0.000017552617,0.00024821132,0.71953595,0.00008498546,0.000026884218,0.000480001,0.27598563,0.000059409307,0.00030030851,0.00013471305,0.0031070951,0.000019199893],"about_ca_topic_score_codex":0.0075158575,"about_ca_topic_score_gemma":0.012796306,"teacher_disagreement_score":0.0075158575,"about_ca_system_score_codex":0.0005547831,"about_ca_system_score_gemma":0.0006273698,"threshold_uncertainty_score":0.014944196},"labels":[],"label_agreement":null},{"id":"W2914447457","doi":"","title":"Proceedings of the Third International Symposium on Women in Computing and Informatics","year":2015,"lang":"en","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Demographics; Workforce; Informatics; History of computing; Population; Political science; Data science; Computer science; Engineering ethics; Economic growth; Engineering; Demography; Sociology; Economics","score_opus":0.021210767963558873,"score_gpt":0.2995843796447294,"score_spread":0.27837361168117053,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2914447457","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.01771267,0.15904617,0.0063910848,0.08538641,0.10790924,0.00023584245,0.0008854131,0.00064378075,0.62178934],"genre_scores_gemma":[0.056188438,0.0715817,0.0033769861,0.0057526208,0.014004416,0.00015089994,0.00080334966,0.00029116936,0.8478505],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99927634,0.00021057777,0.000041723375,0.0000784097,0.00021795246,0.00017504423],"domain_scores_gemma":[0.9984756,0.00023615178,0.000055089644,0.00008883724,0.00039505382,0.0007492766],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021812515,0.0006178842,0.0005684166,0.0009514001,0.0019005222,0.004590522,0.0007213376,0.0012327572,0.117910095],"category_scores_gemma":[0.0019070295,0.0002288514,0.00046834614,0.00079168956,0.00085894193,0.0019017798,0.00256995,0.0017659814,0.026309496],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013399508,0.00013282546,0.003076195,0.0004640302,0.000018012472,0.00024753643,0.002313945,0.00004275488,0.0013442328,0.006839764,0.70112634,0.28426036],"study_design_scores_gemma":[0.0000032340406,0.000027083068,0.0016281363,0.0002414196,0.00001161095,0.0001842223,0.0011765651,0.00002826415,0.00017317326,0.0007803901,0.9957403,0.0000056649837],"about_ca_topic_score_codex":0.0029571252,"about_ca_topic_score_gemma":0.013644297,"teacher_disagreement_score":0.117910095,"about_ca_system_score_codex":0.0010286841,"about_ca_system_score_gemma":0.0027770835,"threshold_uncertainty_score":0.39444852},"labels":[],"label_agreement":null},{"id":"W2915203215","doi":"10.22146/jpki.25247","title":"Perbandingan Sikap Menggunakan Komputer antara Dosen dan Anggota e-Learning Community","year":2014,"lang":"en","type":"article","venue":"Jurnal Pendidikan Kedokteran Indonesia The Indonesian Journal of Medical Education","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Learning Partnership","funders":"","keywords":"Qualitative property; Psychology; Qualitative analysis; Medical education; Data collection; Test (biology); Anxiety; Significant difference; Qualitative research; Mathematics education; Medicine; Computer science; Mathematics; Sociology","score_opus":0.016008648996998213,"score_gpt":0.32072797119012975,"score_spread":0.3047193221931315,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2915203215","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7441588,0.011683753,0.010699261,0.0056084474,0.0007917223,0.0005019786,0.0002436103,0.00054791337,0.22576445],"genre_scores_gemma":[0.9150633,0.008195572,0.01273868,0.00072415103,0.00015193775,0.00024647542,0.00020692145,0.00008106144,0.06259193],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9996393,0.00010881415,0.00002659639,0.00006490065,0.00010301412,0.000057496596],"domain_scores_gemma":[0.9996117,0.000117220254,0.00004875631,0.00002894479,0.00007762349,0.00011592423],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00055696175,0.00039649886,0.00027214526,0.0005330673,0.0014278446,0.0022707053,0.00044448394,0.0005701046,0.021493526],"category_scores_gemma":[0.00068916276,0.00016955442,0.00024760747,0.0005034822,0.0005808627,0.0017753096,0.0014936294,0.00077622273,0.0034379733],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00047326955,0.0022040259,0.018352756,0.002553491,0.00004498473,0.002972042,0.021316638,0.0007187154,0.016881574,0.017640753,0.014771863,0.9020698],"study_design_scores_gemma":[0.0002296907,0.0022385581,0.093374126,0.0032765453,0.0002746968,0.009955037,0.06065149,0.0037918477,0.015615532,0.015548774,0.7948658,0.00017793136],"about_ca_topic_score_codex":0.000489147,"about_ca_topic_score_gemma":0.0010833384,"teacher_disagreement_score":0.021493526,"about_ca_system_score_codex":0.00041720006,"about_ca_system_score_gemma":0.0012514449,"threshold_uncertainty_score":0.07190299},"labels":[],"label_agreement":null},{"id":"W2921791303","doi":"10.15760/etd.6546","title":"Adult ESL Students: Traits and Goals - A Case Study","year":2000,"lang":"en","type":"report","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mainstream; Medical education; Vocational education; Community college; Psychology; Academic year; Mathematics education; Pedagogy; Medicine; Political science","score_opus":0.05894669258135412,"score_gpt":0.43910717748088035,"score_spread":0.38016048489952625,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2921791303","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99865854,0.00005396634,0.00005932483,0.00013584252,0.00000511927,0.000022965021,0.000011315445,0.0000023609277,0.0010506274],"genre_scores_gemma":[0.99797696,0.00023720319,0.00026393827,0.00012151313,0.000007054636,0.000029880855,0.000017062692,0.000002780039,0.0013436766],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9991322,0.0002497598,0.000047634636,0.000074441894,0.00018431047,0.0003117276],"domain_scores_gemma":[0.99864286,0.00022603228,0.0002233265,0.00006196747,0.00014512993,0.0007007133],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011234836,0.0004350705,0.00037969172,0.0013903667,0.005182881,0.0017122844,0.0006137983,0.001131399,0.001316312],"category_scores_gemma":[0.0021832318,0.0003288472,0.0002815725,0.0012535523,0.0014713843,0.000874984,0.0019689568,0.0018670985,0.0002421788],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015633344,0.004291557,0.5585502,0.0000903839,0.000014557787,0.050783504,0.34087995,0.000098366465,0.0016286436,0.0017290555,0.0017597899,0.040017772],"study_design_scores_gemma":[0.000042091775,0.0017927937,0.33450425,0.00010685136,0.000028833872,0.052043624,0.5960143,0.00064538297,0.0011587511,0.00057390245,0.013029718,0.000059477064],"about_ca_topic_score_codex":0.017665237,"about_ca_topic_score_gemma":0.049011704,"teacher_disagreement_score":0.017665237,"about_ca_system_score_codex":0.001755876,"about_ca_system_score_gemma":0.0013338088,"threshold_uncertainty_score":0.03512484},"labels":[],"label_agreement":null},{"id":"W2940093575","doi":"10.4000/books.pum.11342","title":"Chapitre 8. Les élèves sont-ils prêts à apprendre avec le numérique ?","year":2017,"lang":"fr","type":"book-chapter","venue":"Presses de l’Université de Montréal eBooks","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Political science","score_opus":0.016744809380692807,"score_gpt":0.2177006339188475,"score_spread":0.2009558245381547,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2940093575","genre_codex":"other","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.020202573,0.022603137,0.006104487,0.042587575,0.002363113,0.00009146541,0.0004500091,0.00007576012,0.905522],"genre_scores_gemma":[0.39647248,0.027042683,0.005592758,0.013231507,0.0025779023,0.00023775759,0.00054739113,0.00023909392,0.55405843],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99898237,0.00042418434,0.00003288458,0.00016121731,0.00022929996,0.00017007801],"domain_scores_gemma":[0.9992663,0.00034251215,0.0000551247,0.000040925253,0.00021023635,0.00008480483],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010116026,0.0004875726,0.00037964465,0.0009840501,0.003607949,0.0059144767,0.00068742654,0.0017873778,0.026398754],"category_scores_gemma":[0.002631341,0.00021506136,0.00036123703,0.0010994577,0.0071443757,0.0046172095,0.0024988009,0.0038331628,0.0046117147],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000480327,0.00003423053,0.0021142182,0.00037522046,0.000010751388,0.00033200742,0.058206804,0.00013636358,0.00069331407,0.8342461,0.061264157,0.042538848],"study_design_scores_gemma":[0.000007513756,0.000027677635,0.0046875076,0.001367606,0.000009413135,0.00032323724,0.04258413,0.00010653948,0.0005175667,0.07440367,0.8759431,0.000021918735],"about_ca_topic_score_codex":0.027324291,"about_ca_topic_score_gemma":0.04804328,"teacher_disagreement_score":0.027324291,"about_ca_system_score_codex":0.004028881,"about_ca_system_score_gemma":0.0038251774,"threshold_uncertainty_score":0.088312626},"labels":[],"label_agreement":null},{"id":"W2955380980","doi":"10.29173/iasl7145","title":"Best IASL Conference 2017 Paper: Preparing Teacher Librarians to Support STEM Education","year":2017,"lang":"en","type":"article","venue":"IASL Annual Conference Proceedings","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Order (exchange); Exploratory research; Pedagogy; Teacher education; 21st century skills; Mathematics education; Service (business); Engineering ethics; Political science; Sociology; Psychology; Engineering; Business; Marketing","score_opus":0.06812636700799077,"score_gpt":0.35526051318753177,"score_spread":0.287134146179541,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2955380980","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.018282834,0.0133828195,0.0030741852,0.30778497,0.06405719,0.00056024455,0.0021205686,0.002113352,0.5886238],"genre_scores_gemma":[0.06779492,0.01125169,0.006710469,0.016663583,0.018000416,0.00036852993,0.002565664,0.0010257454,0.87561893],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9952154,0.00093903264,0.00030545905,0.0002715568,0.0022518942,0.0010166055],"domain_scores_gemma":[0.97701955,0.0024495537,0.0011133288,0.0010741695,0.010824354,0.007518956],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009159499,0.0008133189,0.0005196993,0.0031838047,0.0066837147,0.014714566,0.0018957206,0.0040618097,0.12454164],"category_scores_gemma":[0.013366507,0.0004180765,0.0005580755,0.0023486186,0.0015742809,0.005826853,0.0052439435,0.00257625,0.067553416],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000036773807,0.00018677917,0.0017098744,0.00021509758,0.000004495228,0.00018321685,0.0013081356,0.000048488124,0.00053424935,0.001965344,0.92496985,0.06883764],"study_design_scores_gemma":[0.000005637024,0.000046667483,0.0012361998,0.00022217656,0.00000398201,0.000093251816,0.0027304492,0.00003503793,0.00041806235,0.00039068167,0.99480814,0.0000098796045],"about_ca_topic_score_codex":0.004396369,"about_ca_topic_score_gemma":0.02177466,"teacher_disagreement_score":0.12454164,"about_ca_system_score_codex":0.0055076545,"about_ca_system_score_gemma":0.02004583,"threshold_uncertainty_score":0.4166333},"labels":[],"label_agreement":null},{"id":"W2960578581","doi":"10.5430/wje.v9n4p30","title":"Impact of Using Technology on Teacher-Student Communication/Interaction: Improve Students Learning","year":2019,"lang":"en","type":"article","venue":"World Journal of Education","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Technology integration; Psychology; Narrative; Perception; Mathematics education; Educational technology; Information and Communications Technology; Sample (material); Technology acceptance model; Pedagogy; Computer science; Usability","score_opus":0.025773412750636212,"score_gpt":0.4576732509449979,"score_spread":0.4318998381943617,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2960578581","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9760341,0.0009196563,0.00280305,0.0008161775,0.00003705978,0.000044647324,0.000045704972,0.0000914208,0.019208122],"genre_scores_gemma":[0.9960401,0.00059680035,0.0015013708,0.000061474835,0.000014029164,0.00003055205,0.000030514462,0.000009688125,0.0017155581],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9969024,0.001475675,0.00018342659,0.00027839985,0.00071354496,0.0004465906],"domain_scores_gemma":[0.99516356,0.0022797643,0.000980498,0.0002627914,0.00061552983,0.0006978147],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012248158,0.00043720624,0.0003143058,0.00080688676,0.00088019524,0.0030442248,0.0004502604,0.00074721326,0.006196007],"category_scores_gemma":[0.005790836,0.00013890196,0.0005459441,0.00051588414,0.00043803302,0.0015561819,0.0019851243,0.0007411551,0.0010034441],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004982801,0.003164607,0.24585712,0.0019269519,0.0001469035,0.0021675688,0.05879302,0.0016541854,0.025521278,0.0037294852,0.0034137315,0.6531269],"study_design_scores_gemma":[0.000113738315,0.005461423,0.71707606,0.0015426594,0.0005298413,0.0038033584,0.14912154,0.0044982894,0.031616632,0.004665897,0.081359744,0.00021089242],"about_ca_topic_score_codex":0.00055982167,"about_ca_topic_score_gemma":0.0006851494,"teacher_disagreement_score":0.006196007,"about_ca_system_score_codex":0.000621569,"about_ca_system_score_gemma":0.0010913834,"threshold_uncertainty_score":0.020727634},"labels":[],"label_agreement":null},{"id":"W2964843506","doi":"10.29173/cais329","title":"Children’s Web Portals: Are Adult Designers on Target?","year":2013,"lang":"fr","type":"article","venue":"Proceedings of the Annual Conference of CAIS / Actes du congrès annuel de l ACSI","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Focus group; Psychology; Humanities; Sociology; Art","score_opus":0.021273535912028765,"score_gpt":0.25718606054967647,"score_spread":0.2359125246376477,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2964843506","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96960664,0.0015817406,0.0020483762,0.0011261504,0.00007334696,0.00009668566,0.00013383261,0.00008490141,0.025248285],"genre_scores_gemma":[0.98888385,0.0012306897,0.0020239218,0.00034210825,0.000018194938,0.000101287325,0.00012472902,0.00004286587,0.007232368],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.995131,0.002543362,0.00026618992,0.0004972547,0.00095971377,0.0006024746],"domain_scores_gemma":[0.9881471,0.0053413315,0.0017661368,0.0007686179,0.0021990254,0.0017778529],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0074282987,0.00035954773,0.0004490615,0.00091743056,0.0016423543,0.0048074983,0.00042801013,0.0010477419,0.007015675],"category_scores_gemma":[0.01745936,0.0004513059,0.00036931544,0.000822203,0.0013381656,0.0038200808,0.0022364552,0.00077950495,0.0012201436],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002982146,0.0005034429,0.35360593,0.0005607098,0.00004315369,0.0012218056,0.50178856,0.000103073675,0.0025590283,0.0036831456,0.007139481,0.12849341],"study_design_scores_gemma":[0.00008629187,0.0013738556,0.19902568,0.00086170854,0.00012710759,0.0019002305,0.5739131,0.00023049655,0.0030340864,0.001700311,0.21765906,0.00008814247],"about_ca_topic_score_codex":0.003548585,"about_ca_topic_score_gemma":0.007887181,"teacher_disagreement_score":0.0074282987,"about_ca_system_score_codex":0.0011615315,"about_ca_system_score_gemma":0.0015636388,"threshold_uncertainty_score":0.039285064},"labels":[],"label_agreement":null},{"id":"W2971319966","doi":"10.1177/1356336x19869734","title":"Singapore teachers’ attitudes towards the use of information and communication technologies in physical education","year":2019,"lang":"en","type":"article","venue":"European Physical Education Review","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":43,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Physical education; Psychology; Information and Communications Technology; Information technology; Pedagogy; Medical education; Mathematics education; Medicine; Political science","score_opus":0.05803762001963293,"score_gpt":0.35984836751659927,"score_spread":0.30181074749696635,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2971319966","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9526118,0.029132672,0.00030030747,0.00199801,0.000100183825,0.000020426576,0.000067917186,0.00000665936,0.015762014],"genre_scores_gemma":[0.9748405,0.021462535,0.00016646192,0.00035508405,0.0000306054,0.0000148596,0.00004867835,0.0000029026935,0.003078367],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99850094,0.0006494206,0.00014056537,0.000093442875,0.0004931437,0.0001224598],"domain_scores_gemma":[0.99776757,0.0008770365,0.0007071065,0.000050833893,0.00035384065,0.00024355236],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019975025,0.0001547948,0.00026541777,0.00067061314,0.00040714227,0.001231139,0.0001633829,0.0004322681,0.0025505412],"category_scores_gemma":[0.002725737,0.00014435647,0.0001973033,0.0008211053,0.00054928125,0.0009327195,0.0005617477,0.00038448902,0.00036393915],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00026853406,0.0005832825,0.5679895,0.0046857055,0.00015704271,0.0024837689,0.098435186,0.00020664405,0.0041252375,0.0021011361,0.0046222415,0.3143416],"study_design_scores_gemma":[0.000027434264,0.00090684736,0.83072335,0.0025820709,0.00013914994,0.0023746206,0.090953544,0.00015272111,0.0008317376,0.00031122795,0.070945784,0.00005148985],"about_ca_topic_score_codex":0.0044803703,"about_ca_topic_score_gemma":0.010769962,"teacher_disagreement_score":0.0044803703,"about_ca_system_score_codex":0.00050319167,"about_ca_system_score_gemma":0.0010699271,"threshold_uncertainty_score":0.01056391},"labels":[],"label_agreement":null},{"id":"W2979583321","doi":"10.29173/iasl7181","title":"Challenges for School Libraries in the digital age: A study on the knowledge seeking pattern among male and female students in Sri Lanka","year":2018,"lang":"en","type":"article","venue":"IASL Annual Conference Proceedings","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Sri lanka; Electronic media; Medical education; Psychology; Print media; Medicine; Advertising; Sociology; Socioeconomics; Business","score_opus":0.08746933823798125,"score_gpt":0.3564710505736959,"score_spread":0.2690017123357146,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2979583321","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991917,0.00006210455,0.0000086255495,0.00007335074,9.441596e-7,0.0000041811113,0.000017339831,8.5286325e-7,0.0006409674],"genre_scores_gemma":[0.99880266,0.00015425266,0.000028714117,0.00009327396,0.0000026013445,0.00000708027,0.000017781033,0.0000010789622,0.00089263817],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99952614,0.00011270998,0.000045855293,0.000049172286,0.00008757936,0.00017852835],"domain_scores_gemma":[0.9988556,0.0002702404,0.00033311,0.000036072586,0.00017736899,0.00032752613],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005879009,0.00020225532,0.00042813946,0.0011685353,0.002905515,0.0019857783,0.00037722068,0.00062953145,0.003697997],"category_scores_gemma":[0.0010833818,0.0003081174,0.00036156745,0.0011500617,0.00077678583,0.0013028843,0.0009462062,0.0006742474,0.00065929536],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000057913003,0.00033728275,0.71160626,0.00014038445,0.000019389123,0.0014462706,0.27085322,0.00001851219,0.001394566,0.00025405787,0.000433894,0.013438308],"study_design_scores_gemma":[0.0000036081597,0.0003042162,0.47594842,0.00005200571,0.000022521403,0.0007336181,0.5193673,0.00004014645,0.00027770654,0.000047228346,0.0031867295,0.000016607177],"about_ca_topic_score_codex":0.014094094,"about_ca_topic_score_gemma":0.039341684,"teacher_disagreement_score":0.014094094,"about_ca_system_score_codex":0.000730495,"about_ca_system_score_gemma":0.0011682266,"threshold_uncertainty_score":0.028024077},"labels":[],"label_agreement":null},{"id":"W2979743609","doi":"10.29173/iasl7211","title":"The key to digitization success: making the school librarian a true pedagogical partner","year":2016,"lang":"en","type":"article","venue":"IASL Annual Conference Proceedings","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Interactive whiteboard; Digitization; Plan (archaeology); Work (physics); Investment (military); Key (lock); Pedagogy; School library; Focus (optics); Computer science; Multimedia; Mathematics education; Sociology; Psychology; Engineering; Political science; Library science; Telecommunications","score_opus":0.07900219710055251,"score_gpt":0.362646433140812,"score_spread":0.2836442360402595,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2979743609","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.049309716,0.016930345,0.010807057,0.6366084,0.0044879927,0.00013824306,0.00006813104,0.00077004783,0.28088012],"genre_scores_gemma":[0.6762546,0.012212463,0.015347526,0.060937826,0.0021754196,0.00036085656,0.00014047843,0.00061245763,0.2319584],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9790893,0.012637315,0.000715088,0.0015653151,0.003099185,0.0028937294],"domain_scores_gemma":[0.95633596,0.011225363,0.0025934628,0.0029273212,0.0049463715,0.02197143],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.025383187,0.0004950695,0.0007204273,0.0027122367,0.01817675,0.03689279,0.0018514214,0.007103074,0.029708464],"category_scores_gemma":[0.0321404,0.0009029008,0.00043892817,0.0027776964,0.012177688,0.034727864,0.028400276,0.008821192,0.013559361],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012201553,0.00039300648,0.010956099,0.0006084165,0.00004456382,0.00167053,0.16638212,0.00011532944,0.0012110433,0.20644021,0.26952395,0.34253263],"study_design_scores_gemma":[0.000025392625,0.000090144946,0.0019226593,0.0004755565,0.000018352766,0.00050220115,0.06073311,0.000049479273,0.0006999948,0.018062282,0.9173813,0.000039517676],"about_ca_topic_score_codex":0.0019220886,"about_ca_topic_score_gemma":0.0027216193,"teacher_disagreement_score":0.03689279,"about_ca_system_score_codex":0.0055351304,"about_ca_system_score_gemma":0.01796807,"threshold_uncertainty_score":0.13424075},"labels":[],"label_agreement":null},{"id":"W2979883358","doi":"10.29173/iasl7439","title":"Adopting Computer Technology to empower Rural School Learners: The Case for Katsande Rural School Library, Zimbabwe","year":2019,"lang":"en","type":"article","venue":"IASL Annual Conference Proceedings","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"School library; Reading (process); Quality (philosophy); Computer science; Mathematics education; Pedagogy; Multimedia; Sociology; World Wide Web; Psychology; Political science","score_opus":0.016878809196657397,"score_gpt":0.3069593040519069,"score_spread":0.2900804948552495,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2979883358","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9783917,0.00060509954,0.00023941681,0.007089064,0.000019543435,0.00006537288,0.000021561184,0.0000076278598,0.013560492],"genre_scores_gemma":[0.9894238,0.001279982,0.00034571975,0.00089586974,0.0000074956724,0.000046088626,0.000009502294,0.000008586433,0.007982915],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99888057,0.00043607084,0.000025884769,0.000057136698,0.000103630846,0.00049682363],"domain_scores_gemma":[0.999154,0.00037523944,0.00010379553,0.000024025241,0.00009472771,0.00024838702],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009896188,0.0003121399,0.00025590003,0.0007619783,0.011943359,0.0046170936,0.0006833789,0.0015048884,0.005452188],"category_scores_gemma":[0.0020937587,0.0003491429,0.00018422531,0.0012638422,0.0039049233,0.0023981393,0.0032997879,0.0021988,0.00044147254],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000064581865,0.00023220872,0.024910849,0.0002617397,0.000012202622,0.015814546,0.91107875,0.000075304,0.0028425343,0.016756015,0.001900882,0.026050411],"study_design_scores_gemma":[0.000011857486,0.00011832833,0.017579706,0.0002356903,0.000018943458,0.0016598096,0.9380453,0.00012191425,0.00047770064,0.0010485334,0.04066215,0.00002011619],"about_ca_topic_score_codex":0.077743195,"about_ca_topic_score_gemma":0.20388679,"teacher_disagreement_score":0.077743195,"about_ca_system_score_codex":0.003673521,"about_ca_system_score_gemma":0.0037968988,"threshold_uncertainty_score":0.15458137},"labels":[],"label_agreement":null},{"id":"W2982499708","doi":"","title":"Gender and Information Technology: Implications of Definitions","year":2002,"lang":"en","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":26,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Toronto Metropolitan University","funders":"","keywords":"Discipline; Variety (cybernetics); Information technology; Government (linguistics); Sociology; Public relations; Engineering ethics; Political science; Social science; Computer science; Engineering; Law; Linguistics","score_opus":0.07388034020340477,"score_gpt":0.3052901307917418,"score_spread":0.231409790588337,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2982499708","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0807408,0.16971464,0.045558356,0.35468242,0.0071308096,0.00023647406,0.0003853718,0.0000582257,0.34149286],"genre_scores_gemma":[0.91985756,0.038045913,0.009252621,0.020798843,0.0036511633,0.00039345038,0.00014416056,0.000087289656,0.007768929],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9740936,0.020039583,0.0008964083,0.0014703526,0.0021245137,0.0013753843],"domain_scores_gemma":[0.94147044,0.050186496,0.0029027702,0.0008434353,0.0026681859,0.0019286339],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.022605326,0.0012221698,0.0013823604,0.0062133754,0.006278396,0.011885009,0.0027680327,0.0037821592,0.0054156976],"category_scores_gemma":[0.034502286,0.00045288148,0.0007580005,0.0072851623,0.047691975,0.0214095,0.010499648,0.006036786,0.00043364614],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002162817,0.00001290102,0.0008147738,0.00015542282,0.000005413084,0.000116559175,0.02513817,0.000083230414,0.000026786043,0.9655488,0.0013926447,0.006683646],"study_design_scores_gemma":[0.000021524496,0.00004100579,0.0020400751,0.0016478313,0.000014478672,0.0003918964,0.07052888,0.0002469664,0.00011276201,0.83769983,0.08722231,0.000032388638],"about_ca_topic_score_codex":0.004332047,"about_ca_topic_score_gemma":0.0022520733,"teacher_disagreement_score":0.022605326,"about_ca_system_score_codex":0.006715819,"about_ca_system_score_gemma":0.0048145596,"threshold_uncertainty_score":0.11954981},"labels":[],"label_agreement":null},{"id":"W2983857183","doi":"10.5430/ijhe.v8n6p267","title":"Digital Competencies and Professional attitudes as Predictors of Universities academics' Digital Technologies Usage: Example of Al-Hussein Bin Talal","year":2019,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Competence (human resources); Digitization; Perception; Information and Communications Technology; Likert scale; Psychology; Medical education; Pedagogy; Engineering; Computer science; Medicine; Social psychology; World Wide Web; Telecommunications","score_opus":0.017365577285149876,"score_gpt":0.3269396090419502,"score_spread":0.3095740317568003,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2983857183","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992762,0.0000858145,0.000023689478,0.00022450458,0.0000037727282,0.0000024533601,0.000010331811,4.043663e-7,0.00037269844],"genre_scores_gemma":[0.9995272,0.00008964633,0.000028124316,0.00003845832,0.000005507568,0.000002171446,0.00001196555,3.925153e-7,0.00029652624],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995384,0.00020095753,0.000029429308,0.000034416782,0.00010472683,0.00009204086],"domain_scores_gemma":[0.99674785,0.0012437033,0.0004991996,0.000058845864,0.00062998553,0.0008204666],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014117729,0.00016763501,0.00019383298,0.0008448408,0.0009929948,0.0009741644,0.0002078488,0.00035019964,0.002591899],"category_scores_gemma":[0.0032719278,0.00009800796,0.0002998338,0.00074160204,0.00044548206,0.00047665037,0.0005976252,0.0004842678,0.00020312482],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000055493212,0.00029948723,0.9840242,0.00003471766,0.000019384124,0.00028014276,0.006765024,0.000061021758,0.00016046243,0.00018920189,0.00037119168,0.007739695],"study_design_scores_gemma":[0.000009591044,0.0002193251,0.95889556,0.00007698088,0.000043181495,0.00033934118,0.037671242,0.0006811152,0.00035429175,0.00017389932,0.0015237391,0.000011869918],"about_ca_topic_score_codex":0.00915866,"about_ca_topic_score_gemma":0.01498468,"teacher_disagreement_score":0.00915866,"about_ca_system_score_codex":0.0003803634,"about_ca_system_score_gemma":0.0014190909,"threshold_uncertainty_score":0.01821071},"labels":[],"label_agreement":null},{"id":"W2986898028","doi":"10.5539/jel.v8n6p129","title":"Investigation of Teacher Candidates’ Technology Competencies and Perceptions in Terms of Various Variables","year":2019,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Cronbach's alpha; The Internet; Psychology; Scale (ratio); Test (biology); Perception; Data collection; Mathematics education; Medical education; Sociology; Computer science; Social science; Psychometrics; Medicine; Developmental psychology; Cartography; Geography; World Wide Web","score_opus":0.011664645972187105,"score_gpt":0.28907695529420196,"score_spread":0.2774123093220149,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2986898028","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99847776,0.00003856621,0.00014396242,0.00007453189,0.0000040129007,0.000014961995,0.000028819433,0.0000023062769,0.0012150208],"genre_scores_gemma":[0.9985273,0.000057235033,0.00014917749,0.000017327062,0.000003901414,0.000025796522,0.000065722445,0.0000013008736,0.0011523053],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9988285,0.00030523626,0.00009864161,0.00010051694,0.00042752206,0.00023957262],"domain_scores_gemma":[0.9952858,0.0009919917,0.0013807437,0.00013672015,0.0010764134,0.0011284394],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014774329,0.00018000345,0.00030091056,0.00097448146,0.0006210077,0.0009856673,0.00020983968,0.00033055304,0.0041280123],"category_scores_gemma":[0.0054599736,0.000167737,0.00029818437,0.0005044799,0.00035034926,0.00047245706,0.0005846998,0.0004578461,0.0008833677],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017225301,0.0006659604,0.9496456,0.00015759862,0.000020863168,0.0007459857,0.017790059,0.00018442936,0.0030063211,0.00034287586,0.00075522636,0.026512792],"study_design_scores_gemma":[0.000007204504,0.0006364338,0.9478172,0.000053230167,0.000010677136,0.0004595465,0.047107358,0.00033854827,0.0007760067,0.00006534566,0.0027130537,0.000015400052],"about_ca_topic_score_codex":0.0014004584,"about_ca_topic_score_gemma":0.0018563104,"teacher_disagreement_score":0.0041280123,"about_ca_system_score_codex":0.00029417808,"about_ca_system_score_gemma":0.0006245289,"threshold_uncertainty_score":0.013809562},"labels":[],"label_agreement":null},{"id":"W2993149248","doi":"10.28945/4040","title":"The Persistence of Anxiety Experienced by New Generation in Online Learning","year":2018,"lang":"en","type":"article","venue":"Informing Science and IT Education Conference","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Anxiety; Psychology; Scale (ratio); Online learning; The Internet; Medical education; Higher education; Point (geometry); Face (sociological concept); Distance education; Applied psychology; Mathematics education; Multimedia; Computer science; World Wide Web; Political science; Sociology; Medicine","score_opus":0.054027149373080376,"score_gpt":0.35472337699710754,"score_spread":0.30069622762402715,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2993149248","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99804795,0.00025794577,0.00010249558,0.00017022726,0.000012380146,0.000016274125,0.000048078957,0.0000048469374,0.001339802],"genre_scores_gemma":[0.9985941,0.0002767074,0.00009958397,0.00014014854,0.000019192046,0.000021551257,0.0000756605,0.000003113102,0.0007699408],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9989033,0.00026627356,0.00007264147,0.00011368363,0.00039312398,0.0002510313],"domain_scores_gemma":[0.99368805,0.0017031932,0.0024619177,0.00022446769,0.0006612123,0.0012611597],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010829108,0.00021541392,0.0003485785,0.0007812317,0.0006859652,0.0026963865,0.00033543343,0.00050719426,0.0035246054],"category_scores_gemma":[0.007432371,0.00015515847,0.0005546168,0.0004022614,0.0006215575,0.0010405881,0.0011973714,0.0012079962,0.00047527745],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002279552,0.0009927632,0.9341223,0.0002355475,0.00010750839,0.00072925177,0.019484414,0.00007692391,0.0019165169,0.0002461457,0.0011326342,0.040728044],"study_design_scores_gemma":[0.000009770532,0.0007212548,0.96739185,0.000110269495,0.00007316183,0.001100524,0.02745571,0.00014571642,0.00040247486,0.00025781515,0.0022941516,0.000037425678],"about_ca_topic_score_codex":0.0011953868,"about_ca_topic_score_gemma":0.0017306842,"teacher_disagreement_score":0.0035246054,"about_ca_system_score_codex":0.0005644189,"about_ca_system_score_gemma":0.00055833516,"threshold_uncertainty_score":0.011790991},"labels":[],"label_agreement":null},{"id":"W2997465227","doi":"10.1109/ithet46829.2019.8937340","title":"Introducing the Global Educational Learning Observatory (GELO) and the Global Readiness Explorer (GREx): A framework and dashboard to investigate tech competence and culture","year":2019,"lang":"en","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Royal Roads University; Ontario Tech University","funders":"","keywords":"Variety (cybernetics); Competence (human resources); Dashboard; Knowledge management; Creativity; Public relations; Computer science; Sociology; Data science; Business; Political science; Psychology; Artificial intelligence","score_opus":0.014632061085970038,"score_gpt":0.29840850050447304,"score_spread":0.283776439418503,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2997465227","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.107033364,0.0047619003,0.5683571,0.09201083,0.0038656753,0.0029555243,0.007630809,0.009527738,0.2038571],"genre_scores_gemma":[0.3459603,0.0032271643,0.60485804,0.0058224676,0.0006047561,0.004537774,0.0042715287,0.0019259016,0.02879202],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9869344,0.007496309,0.00062269653,0.0016624817,0.0022105456,0.0010734875],"domain_scores_gemma":[0.98203146,0.009011257,0.001973535,0.0022077803,0.0016782208,0.0030976904],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.021113068,0.0012940012,0.0005299728,0.0049404716,0.0030155643,0.014319292,0.0020197039,0.0031987317,0.004551151],"category_scores_gemma":[0.018063655,0.00049720873,0.0008232159,0.0049336734,0.012312732,0.023859866,0.026084587,0.005758447,0.001326129],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024231074,0.00025833712,0.021504754,0.0015170608,0.000056965055,0.00065498846,0.103791766,0.0019968438,0.0057131727,0.406267,0.07714203,0.3808548],"study_design_scores_gemma":[0.000045045894,0.00030214206,0.0080669625,0.0012114566,0.000022734335,0.00024996672,0.042523034,0.0017436765,0.0018109531,0.069717914,0.874105,0.00020109463],"about_ca_topic_score_codex":0.005190572,"about_ca_topic_score_gemma":0.0070900978,"teacher_disagreement_score":0.021113068,"about_ca_system_score_codex":0.003092213,"about_ca_system_score_gemma":0.006986787,"threshold_uncertainty_score":0.11165792},"labels":[],"label_agreement":null},{"id":"W3006256686","doi":"10.5430/wje.v10n1p69","title":"The Degree of Achieving ISTE Standards among Pre-Service Teachers at “the Public Authority for Applied Education and Training” (PAAET) in Kuwait from Their Point of Views","year":2020,"lang":"en","type":"article","venue":"World Journal of Education","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Public Authority for Applied Education and Training","keywords":"Competence (human resources); Psychology; Perception; Medical education; Service (business); Public service; Mathematics education; Pedagogy; Political science; Medicine; Public relations; Business; Social psychology; Marketing","score_opus":0.09606360715233564,"score_gpt":0.3471740171269597,"score_spread":0.2511104099746241,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3006256686","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99937576,0.000018854063,0.000018234221,0.000048869682,0.0000013975232,0.0000030707724,0.0000071235318,6.717659e-7,0.00052598695],"genre_scores_gemma":[0.9994301,0.00005540075,0.000032955468,0.00001506791,0.0000014178303,0.0000050135936,0.000020012365,6.0660295e-7,0.00043926254],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9985796,0.0002209394,0.00013906434,0.00010425098,0.00055553543,0.00040064228],"domain_scores_gemma":[0.9958769,0.0005149022,0.001465504,0.000116461095,0.0009938411,0.0010324323],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012318493,0.00017556654,0.00018099806,0.00082825194,0.0012660447,0.0013750833,0.0003377755,0.0003954291,0.0014645425],"category_scores_gemma":[0.0031650069,0.00023316474,0.0001974936,0.00068218686,0.0011711116,0.0007024572,0.0010206287,0.0007011206,0.00028886244],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000047455684,0.000100038334,0.9256942,0.00006723176,0.000010015932,0.00041820348,0.06124451,0.0000722123,0.0023332266,0.00023012843,0.00030831347,0.009474375],"study_design_scores_gemma":[0.0000015676349,0.00011236221,0.897054,0.00003078158,0.0000046753375,0.00022837076,0.1008154,0.00008866443,0.00039794834,0.00004626537,0.0012075221,0.000012358304],"about_ca_topic_score_codex":0.015181032,"about_ca_topic_score_gemma":0.02941422,"teacher_disagreement_score":0.015181032,"about_ca_system_score_codex":0.0011888297,"about_ca_system_score_gemma":0.001695963,"threshold_uncertainty_score":0.030185342},"labels":[],"label_agreement":null},{"id":"W3006647871","doi":"","title":"INFORMATION AND COMMUNICATION TECHNOLOGY LITERACY IN TEACHER EDUCATION","year":2010,"lang":"en","type":"book","venue":"LAP LAMBERT Academic Publishing eBooks","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Information and Communications Technology; Practicum; Curriculum; Literacy; Perception; Information literacy; Pedagogy; Psychology; Computer literacy; Medical education; Mathematics education; Political science; Medicine","score_opus":0.011433458041140992,"score_gpt":0.30697804222054237,"score_spread":0.2955445841794014,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3006647871","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.020454751,0.23184842,0.0014508041,0.0141113205,0.0024694665,0.000054565822,0.00005683983,0.000108233784,0.7294456],"genre_scores_gemma":[0.19641651,0.13279532,0.0018738067,0.002881273,0.0009768364,0.00008066589,0.00012033989,0.00006335035,0.6647919],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99970776,0.00008583028,0.00001169019,0.00002317602,0.00011449926,0.000056981287],"domain_scores_gemma":[0.99925476,0.00047833732,0.00003652088,0.000027861577,0.000104757935,0.000097722084],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0002992946,0.00020959272,0.00026257857,0.00079354347,0.0010430933,0.0023249525,0.00021895718,0.0006147716,0.009165607],"category_scores_gemma":[0.0016475604,0.0001088801,0.00010927076,0.0014100261,0.0013924403,0.0012967741,0.00075954356,0.0013723524,0.0014633958],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003796318,0.0001572183,0.004354036,0.0012659746,0.000005421288,0.000635183,0.018290816,0.00027822598,0.0007299872,0.0900699,0.22083676,0.66333854],"study_design_scores_gemma":[0.000005232422,0.00004528398,0.011148069,0.0011154333,0.000006039166,0.0010948571,0.0044008307,0.0001435384,0.00025390642,0.01231366,0.9694659,0.0000072083567],"about_ca_topic_score_codex":0.028486207,"about_ca_topic_score_gemma":0.06620283,"teacher_disagreement_score":0.028486207,"about_ca_system_score_codex":0.0029718548,"about_ca_system_score_gemma":0.005226318,"threshold_uncertainty_score":0.056640744},"labels":[],"label_agreement":null},{"id":"W3015558824","doi":"10.14738/assrj.73.7996","title":"Information Communication Technology (ICT): The New Frontier of Child and Youth Care (CYC) Practice","year":2020,"lang":"en","type":"article","venue":"Advances in Social Sciences Research Journal","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"MacEwan University","funders":"","keywords":"Information and Communications Technology; Thematic analysis; Descriptive statistics; Frontier; Psychology; Exploratory research; Exploratory analysis; Medical education; Sociology; Computer science; Data science; Medicine; Social science; Qualitative research; Political science; World Wide Web; Mathematics; Statistics","score_opus":0.06732826437644232,"score_gpt":0.46019282552152607,"score_spread":0.3928645611450837,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3015558824","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9537155,0.008097995,0.0012972192,0.008373659,0.00009592714,0.00008178076,0.0000758514,0.000023351302,0.028238619],"genre_scores_gemma":[0.9895219,0.0071717473,0.0012236687,0.0006033595,0.00003874287,0.00006138047,0.000026226742,0.000006327671,0.0013466591],"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9976418,0.0013714624,0.00008027337,0.00017944726,0.0003802215,0.00034686978],"domain_scores_gemma":[0.99582136,0.0022281609,0.0006463422,0.00020002069,0.00033138465,0.0007726115],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027675354,0.00017499644,0.0003394566,0.00084693363,0.0023089556,0.0048317434,0.00050432107,0.00069665676,0.002699991],"category_scores_gemma":[0.0063346038,0.00015487113,0.00015548698,0.0014786911,0.0035737776,0.0022339416,0.0030451121,0.0012258546,0.00018649496],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000092967995,0.00043278126,0.22407043,0.0010819858,0.00003227475,0.0015048073,0.43231255,0.0001914441,0.0019380158,0.038864575,0.008095784,0.29138234],"study_design_scores_gemma":[0.000018846125,0.0005247664,0.13669825,0.001844021,0.0000361833,0.001987221,0.67957807,0.0002954081,0.0013802475,0.0066154744,0.17098789,0.000033527172],"about_ca_topic_score_codex":0.011140262,"about_ca_topic_score_gemma":0.020734403,"teacher_disagreement_score":0.011140262,"about_ca_system_score_codex":0.0038871581,"about_ca_system_score_gemma":0.008300869,"threshold_uncertainty_score":0.028203487},"labels":[],"label_agreement":null},{"id":"W3019698136","doi":"10.29140/jaltcall.v8n3.145","title":"A cross-cultural comparison of students’ perceptions of IT use in higher education","year":2012,"lang":"en","type":"article","venue":"The JALT CALL Journal","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Perception; Cross-cultural; Mathematics education; Sociology; Anthropology","score_opus":0.14373383883082777,"score_gpt":0.48841547391930595,"score_spread":0.34468163508847816,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3019698136","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994605,0.000017267601,0.000017207058,0.000012127292,0.00000193484,0.0000017462676,0.0000051186053,3.569042e-7,0.0004838717],"genre_scores_gemma":[0.9997297,0.000030503727,0.000022475204,0.0000136008,0.0000013839067,0.0000028062475,0.000011776462,5.783822e-7,0.00018718008],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9992656,0.000260092,0.00007789994,0.00005746787,0.0001866747,0.00015230542],"domain_scores_gemma":[0.9974331,0.00088874035,0.00051138987,0.000104712264,0.00047943485,0.00058260397],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016357338,0.00018675032,0.00021583743,0.001254861,0.00089368486,0.0012552363,0.00015258636,0.0002969922,0.0016676735],"category_scores_gemma":[0.0031183255,0.00015564836,0.00027847613,0.000837224,0.0008295833,0.000692617,0.0010381498,0.00039053554,0.0001902741],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00025432743,0.00042678957,0.8176275,0.00006833787,0.00010582317,0.0003933019,0.15768743,0.00008012916,0.0036642868,0.00044010204,0.00023607287,0.01901594],"study_design_scores_gemma":[0.000008585405,0.0004632866,0.82603997,0.000028411127,0.000027348133,0.00024210382,0.17082426,0.00018555789,0.00063434016,0.0000902272,0.0014363053,0.000019536667],"about_ca_topic_score_codex":0.0041173077,"about_ca_topic_score_gemma":0.00708153,"teacher_disagreement_score":0.0041173077,"about_ca_system_score_codex":0.00046949892,"about_ca_system_score_gemma":0.00037035783,"threshold_uncertainty_score":0.0086506605},"labels":[],"label_agreement":null},{"id":"W3024870088","doi":"10.5555/1722204.1722207","title":"ICT-based education","year":2007,"lang":"en","type":"article","venue":"Advanced Technology for Learning","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Library science; Information and Communications Technology; Political science; Management; Sociology; World Wide Web; Computer science","score_opus":0.009769693645985518,"score_gpt":0.36625331263430433,"score_spread":0.3564836189883188,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3024870088","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.02609808,0.007980289,0.002154042,0.011910053,0.0032250152,0.00028868078,0.004965088,0.00049986754,0.94287884],"genre_scores_gemma":[0.13494907,0.005001054,0.0019679575,0.0036759314,0.00026346915,0.00019171904,0.0042076125,0.00008626048,0.8496569],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9990835,0.00014176658,0.000048135495,0.00010540192,0.00033286234,0.0002883575],"domain_scores_gemma":[0.99891293,0.00016187364,0.000071238566,0.000096159456,0.00037956072,0.00037836304],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010154954,0.00031974394,0.0002047141,0.001407207,0.0016748657,0.0040732124,0.00048353718,0.0009010629,0.07084044],"category_scores_gemma":[0.0037332256,0.00012062698,0.00022778666,0.00246552,0.0005368083,0.0015716373,0.0027940113,0.0015311853,0.01449477],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009990908,0.00021079145,0.0050974917,0.0004623881,0.000011496443,0.00024860597,0.0020575137,0.00023476395,0.0005995911,0.09323161,0.33832705,0.5594188],"study_design_scores_gemma":[0.0000041228677,0.000015889744,0.0048412234,0.000117532334,0.0000017792488,0.000063049265,0.00046458302,0.000035767443,0.00031817274,0.0008293118,0.9933054,0.0000031658005],"about_ca_topic_score_codex":0.02188118,"about_ca_topic_score_gemma":0.06073713,"teacher_disagreement_score":0.07084044,"about_ca_system_score_codex":0.0056785033,"about_ca_system_score_gemma":0.0076550185,"threshold_uncertainty_score":0.23698491},"labels":[],"label_agreement":null},{"id":"W3026342838","doi":"10.1145/3393644","title":"Outside and inside our great city","year":2020,"lang":"en","type":"article","venue":"ACM Inroads","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Mount Royal University","funders":"","keywords":"Citation; Mount; Computer science; World Wide Web; Operating system","score_opus":0.09015762629388867,"score_gpt":0.3525531239958832,"score_spread":0.2623954977019945,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3026342838","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.05721727,0.010142944,0.0037191184,0.2804342,0.010203917,0.00008432176,0.0005812489,0.0012017684,0.63641524],"genre_scores_gemma":[0.34233165,0.013707181,0.0033891178,0.06289995,0.0027131902,0.00018739018,0.00066476053,0.0014837797,0.57262295],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9963805,0.0018502844,0.00009654413,0.00028740682,0.00067380443,0.0007114656],"domain_scores_gemma":[0.98560715,0.001999619,0.0007243369,0.0006917243,0.0017101754,0.0092669865],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034967596,0.00045213435,0.00046926583,0.0008429206,0.0144412005,0.01943499,0.00091421645,0.002439906,0.16379549],"category_scores_gemma":[0.015312738,0.00030651502,0.0002971491,0.0015767013,0.0054088365,0.013095272,0.011262988,0.0039373366,0.047808956],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000029413959,0.000043567885,0.0030986364,0.00010094156,0.0000072686576,0.00026396557,0.06257484,0.000027604416,0.00020081077,0.012832172,0.85716546,0.0636552],"study_design_scores_gemma":[0.0000027344743,0.000015690737,0.0013144372,0.00013332727,0.0000030984943,0.00008861653,0.08212434,0.000022396625,0.000054699758,0.0027793858,0.9134509,0.000010310895],"about_ca_topic_score_codex":0.008592064,"about_ca_topic_score_gemma":0.026710462,"teacher_disagreement_score":0.16379549,"about_ca_system_score_codex":0.002991593,"about_ca_system_score_gemma":0.0075281775,"threshold_uncertainty_score":0.5479505},"labels":[],"label_agreement":null},{"id":"W3036877151","doi":"10.5539/jel.v9n4p49","title":"Investigation of Physical Education and Sports Students’ Attitudes Towards E-Learning","year":2020,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Coaching; Physical education; Turkish; Psychology; Context (archaeology); Medical education; Mathematics education; Descriptive statistics; Population; Data collection; Sample (material); Test (biology); Pedagogy; Medicine; Mathematics; Statistics","score_opus":0.031655772478594586,"score_gpt":0.3621310824239234,"score_spread":0.3304753099453288,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3036877151","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.999113,0.00006207195,0.000031755237,0.0000517066,0.0000038773996,0.0000081735925,0.00001154613,7.326212e-7,0.0007170072],"genre_scores_gemma":[0.99867165,0.00014463834,0.00007627744,0.00007292249,0.0000065138506,0.00001019291,0.00002294234,6.150999e-7,0.0009943113],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993487,0.00013714375,0.000057475885,0.000056536526,0.00024562565,0.00015455982],"domain_scores_gemma":[0.997837,0.0005063008,0.0006798529,0.000062296,0.00037294172,0.00054173655],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009603908,0.00017176944,0.00027854726,0.00070102065,0.0005794231,0.0011746488,0.00019552214,0.00048725994,0.003524187],"category_scores_gemma":[0.0027997033,0.00016946002,0.00035502613,0.00057328015,0.00035278604,0.0005046548,0.0005725034,0.0006003223,0.0004464188],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009529978,0.0017947066,0.96156496,0.00011678445,0.000033729833,0.00030398657,0.010077031,0.000045745048,0.0015669414,0.00010952558,0.000226841,0.024064409],"study_design_scores_gemma":[0.000007332422,0.0010261107,0.97030085,0.000048192902,0.000024747065,0.0003132668,0.026105056,0.0001222173,0.0004451353,0.000080992206,0.0015124499,0.000013568656],"about_ca_topic_score_codex":0.0011548629,"about_ca_topic_score_gemma":0.002323021,"teacher_disagreement_score":0.003524187,"about_ca_system_score_codex":0.00023734727,"about_ca_system_score_gemma":0.00050466124,"threshold_uncertainty_score":0.01178956},"labels":[],"label_agreement":null},{"id":"W3091971888","doi":"10.1108/s2055-364120200000032001","title":"Introduction to International Perspectives on Policies, Practices and Pedagogies for Promoting Social Responsibility in Higher Education","year":2020,"lang":"en","type":"book-chapter","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Political science; Sustainability; Corporate social responsibility; Curriculum; Public relations; Social responsibility; Higher education; Population; Economic growth; Sociology; Economics; Law","score_opus":0.11589836636537565,"score_gpt":0.43066937844455416,"score_spread":0.3147710120791785,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3091971888","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0062938877,0.052259043,0.0027161825,0.1400185,0.0074609774,0.00007615674,0.00009744656,0.000050661754,0.7910271],"genre_scores_gemma":[0.31937188,0.13262914,0.0050865556,0.05586021,0.007904571,0.0004367792,0.00022277574,0.00017822994,0.47830987],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99850637,0.0007534321,0.000046571444,0.000119229255,0.0003313077,0.00024319359],"domain_scores_gemma":[0.9982115,0.0011928269,0.00011075989,0.000060616967,0.00021886604,0.0002054343],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017188255,0.00065287406,0.00036544976,0.0013455995,0.0036930933,0.0080068,0.0007881844,0.0039817933,0.0135383755],"category_scores_gemma":[0.0018597355,0.0002021493,0.0003779399,0.002892733,0.007187497,0.005440067,0.0032510739,0.005645283,0.0014998235],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000010051769,0.000074586256,0.00019186664,0.00030177634,0.0000023140312,0.00018495873,0.023648294,0.0002903734,0.00016110523,0.85647434,0.092332534,0.026327696],"study_design_scores_gemma":[0.0000024281128,0.000016723696,0.000447918,0.0010889448,0.000001521449,0.00007745675,0.01472216,0.000077511955,0.00006640966,0.035943076,0.9475488,0.000006993888],"about_ca_topic_score_codex":0.004707066,"about_ca_topic_score_gemma":0.0051906607,"teacher_disagreement_score":0.0135383755,"about_ca_system_score_codex":0.0070072883,"about_ca_system_score_gemma":0.0037568896,"threshold_uncertainty_score":0.05084163},"labels":[],"label_agreement":null},{"id":"W3096008397","doi":"10.4018/978-1-7998-4739-7.ch003","title":"Female Enrolment in High School Computer Science Courses","year":2020,"lang":"en","type":"book-chapter","venue":"Advances in early childhood and K-12 education","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Western University","funders":"","keywords":"Doors; Curriculum; Government (linguistics); Mathematics education; Medical education; Engineering; Psychology; Pedagogy; Medicine; Mechanical engineering","score_opus":0.008752903263788367,"score_gpt":0.2802534190395475,"score_spread":0.2715005157757591,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3096008397","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.16590294,0.018832665,0.0007421412,0.034405306,0.002371346,0.00009775942,0.0029323827,0.0002631311,0.7744523],"genre_scores_gemma":[0.30351314,0.015315218,0.00024423012,0.007205978,0.00065358117,0.00007555585,0.0008555367,0.00010466347,0.6720321],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9996282,0.00003928257,0.000008151519,0.000043623062,0.00013981095,0.00014095817],"domain_scores_gemma":[0.99947494,0.00009853127,0.00006284976,0.000024509327,0.00007441717,0.00026480347],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005209141,0.00021961852,0.00024285141,0.0007851117,0.0015709641,0.0022461517,0.00041743714,0.00061927654,0.04879174],"category_scores_gemma":[0.00074072374,0.00013953944,0.00023235207,0.00084841053,0.00055788754,0.0011467208,0.0012888783,0.0009849647,0.008490745],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010158902,0.00019351531,0.06632182,0.00026543892,0.000009699597,0.0008499616,0.014463272,0.0001269606,0.0029075977,0.04927932,0.42528656,0.44019428],"study_design_scores_gemma":[0.000007935138,0.00008848171,0.05080805,0.00038201705,0.00000869769,0.0009939082,0.006886886,0.000085179716,0.000874038,0.0015574326,0.9382951,0.0000122581305],"about_ca_topic_score_codex":0.018202106,"about_ca_topic_score_gemma":0.07484022,"teacher_disagreement_score":0.04879174,"about_ca_system_score_codex":0.0014577988,"about_ca_system_score_gemma":0.0017022331,"threshold_uncertainty_score":0.16322464},"labels":[],"label_agreement":null},{"id":"W3101367427","doi":"10.1080/03057925.2020.1843999","title":"Optimism, interest and gender equality: comparing attitudes of university students in Latvia and Ukraine toward IT learning and work","year":2020,"lang":"en","type":"article","venue":"Compare A Journal of Comparative and International Education","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Ontario Tech University; Lakeridge Health","funders":"","keywords":"Optimism; Perspective (graphical); Scale (ratio); Psychology; Work (physics); Latvian; Variance (accounting); Ukrainian; Social psychology; Political science; Geography; Engineering","score_opus":0.2988244807899203,"score_gpt":0.4607328624243679,"score_spread":0.1619083816344476,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3101367427","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99956185,0.000038058955,0.0000116154315,0.000019514322,0.0000015843008,8.6408295e-7,0.0000060856883,2.8832733e-7,0.00036009125],"genre_scores_gemma":[0.9997242,0.00003297664,0.00001065994,0.000014494296,0.0000010234639,0.0000014551322,0.000010129616,2.8356348e-7,0.00020469271],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996482,0.0001172885,0.000026894848,0.00003418007,0.00006983881,0.00010359088],"domain_scores_gemma":[0.9989121,0.00026945784,0.00040579855,0.000035801844,0.00011612958,0.00026077032],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007445542,0.00014410258,0.000221981,0.0006602011,0.0007698195,0.0010810961,0.00013961225,0.000313042,0.0015308318],"category_scores_gemma":[0.0015799634,0.00009420139,0.00020249111,0.00047116226,0.00070695346,0.00038745432,0.0007717307,0.00030786896,0.00018417051],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000096351054,0.000082711136,0.96092397,0.000026461896,0.000020970368,0.00014069262,0.028290385,0.000040880368,0.0008733396,0.00019680786,0.00008224446,0.009225216],"study_design_scores_gemma":[0.0000018690059,0.00011272263,0.9658024,0.000015616493,0.0000070795745,0.00011794454,0.03320789,0.00006771537,0.00016808008,0.000043582877,0.00044993008,0.000005088495],"about_ca_topic_score_codex":0.004268218,"about_ca_topic_score_gemma":0.0071310746,"teacher_disagreement_score":0.004268218,"about_ca_system_score_codex":0.00040294437,"about_ca_system_score_gemma":0.00046437792,"threshold_uncertainty_score":0.008486748},"labels":[],"label_agreement":null},{"id":"W3104628627","doi":"10.34306/itsdi.v2i1.354","title":"Impact Of Computer Anxiety On Computer Self Efficacy","year":2020,"lang":"en","type":"article","venue":"IAIC Transactions on Sustainable Digital Innovation (ITSDI)","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Mistake; Speculation; Test (biology); Aside; Anxiety; Computer science; Psychology; Applied psychology; Business; Political science; Law; Psychiatry; Finance","score_opus":0.023054926377272772,"score_gpt":0.30724013575136583,"score_spread":0.2841852093740931,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3104628627","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9962573,0.000046928493,0.00004376883,0.00011967679,0.000006588736,0.000009584278,0.000027093849,0.0000037853792,0.00348529],"genre_scores_gemma":[0.9993332,0.000026959111,0.00002291001,0.000025375375,0.0000039107226,0.00000827326,0.000017873263,0.0000012516131,0.00056023087],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9981046,0.00075871043,0.00009054209,0.00014270267,0.00043371972,0.0004697878],"domain_scores_gemma":[0.9892818,0.0060060876,0.0016138324,0.0005923819,0.00065932324,0.0018466611],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013833618,0.00024172755,0.00026736018,0.00078561465,0.00080203696,0.002001742,0.00028532528,0.00041406066,0.0074775578],"category_scores_gemma":[0.007437945,0.0001815233,0.00063477125,0.0003719752,0.0011995564,0.0004427573,0.0013496957,0.0012511767,0.0003432959],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00058927253,0.0040332177,0.9571597,0.00007366649,0.00016698538,0.00028989677,0.008254036,0.00029828926,0.0014217534,0.0017544294,0.00061359856,0.025345061],"study_design_scores_gemma":[0.000016253545,0.0006261325,0.9934075,0.000024264502,0.000058177662,0.000085055835,0.0040055434,0.00038444286,0.0003442768,0.0002594607,0.0007750954,0.000013759952],"about_ca_topic_score_codex":0.0025031085,"about_ca_topic_score_gemma":0.0029121656,"teacher_disagreement_score":0.0074775578,"about_ca_system_score_codex":0.000771359,"about_ca_system_score_gemma":0.0008161079,"threshold_uncertainty_score":0.025014877},"labels":[],"label_agreement":null},{"id":"W3111237725","doi":"10.1109/fie44824.2020.9274143","title":"Updating our Understanding of the Impact of Pre-College Computing Experiences on University Students","year":2020,"lang":"en","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"National Science Foundation","keywords":"Thematic analysis; Grounded theory; Coding (social sciences); Computer science; Qualitative research; Psychology; Medical education; Mathematics education; Sociology; Medicine","score_opus":0.07814131269070816,"score_gpt":0.3754459597786846,"score_spread":0.29730464708797644,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3111237725","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.91882324,0.012802042,0.0025420366,0.042257324,0.0010247832,0.000064912434,0.00015217175,0.000049439885,0.022284133],"genre_scores_gemma":[0.98879915,0.00392044,0.000706558,0.0052259318,0.00014000745,0.000038336624,0.00003868062,0.00002891414,0.0011020288],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9905793,0.0039616325,0.0004999097,0.0009875391,0.0021297396,0.0018419605],"domain_scores_gemma":[0.9590497,0.021029375,0.004194767,0.0025560718,0.006111743,0.0070583415],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.014133067,0.00060728425,0.00064650946,0.0029003501,0.00702125,0.015110228,0.002906734,0.0029000554,0.0059556854],"category_scores_gemma":[0.030939776,0.0006112631,0.00057185424,0.0023761594,0.015482062,0.019399364,0.009183778,0.007326176,0.0008392764],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000064128595,0.00031506826,0.06177493,0.0007165325,0.000039470633,0.00045329044,0.83291787,0.00009130136,0.0010663954,0.010595225,0.0048333807,0.0871324],"study_design_scores_gemma":[0.0000026805164,0.00009200095,0.029835286,0.0010243212,0.000015272051,0.00019999016,0.9338581,0.00006242741,0.0004698651,0.003362403,0.031038467,0.000039256207],"about_ca_topic_score_codex":0.011954539,"about_ca_topic_score_gemma":0.02291411,"teacher_disagreement_score":0.015110228,"about_ca_system_score_codex":0.0060167965,"about_ca_system_score_gemma":0.007736929,"threshold_uncertainty_score":0.07474369},"labels":[],"label_agreement":null},{"id":"W3121238165","doi":"","title":"Situating Gender: Students' Perceptions of Information Work","year":2004,"lang":"en","type":"article","venue":"SSRN Electronic Journal","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Attractiveness; Perception; Set (abstract data type); Work (physics); Psychology; Compensation (psychology); Public sector; Private sector; The Internet; Social psychology; Public relations; Political science; Engineering; Computer science","score_opus":0.011056785047527207,"score_gpt":0.313571060151823,"score_spread":0.3025142751042958,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3121238165","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9981591,0.00007435464,0.00004686274,0.00009665284,0.00000713764,0.0000032236298,0.00001152775,0.0000012867266,0.0015998455],"genre_scores_gemma":[0.9995369,0.000046534577,0.000016900382,0.000025984462,0.000004137803,0.0000023267378,0.000007969856,0.0000010919761,0.00035812438],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9989297,0.00042735544,0.00006796365,0.00007686271,0.00024253034,0.00025554624],"domain_scores_gemma":[0.9943078,0.0030125808,0.0011137384,0.00012150951,0.00041153128,0.0010328796],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024498051,0.00026140932,0.0003137576,0.0014158809,0.0015687086,0.0033449298,0.00031994426,0.0007452488,0.004821542],"category_scores_gemma":[0.0066204495,0.00024221899,0.00023808771,0.00064795685,0.001754049,0.0013063654,0.0018087778,0.0009486218,0.0004888624],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003095274,0.00034599978,0.6444898,0.00007284925,0.000022270588,0.0005101816,0.33645457,0.000053433487,0.0022000459,0.0008440469,0.00031159972,0.014385572],"study_design_scores_gemma":[0.0000124899125,0.0003885076,0.42248043,0.000047984642,0.000015961123,0.00036973477,0.573233,0.00016130619,0.00049295195,0.0004381394,0.0023351884,0.000024291545],"about_ca_topic_score_codex":0.0037843643,"about_ca_topic_score_gemma":0.0051530944,"teacher_disagreement_score":0.004821542,"about_ca_system_score_codex":0.0005852777,"about_ca_system_score_gemma":0.00054214674,"threshold_uncertainty_score":0.016129673},"labels":[],"label_agreement":null},{"id":"W3123988868","doi":"10.17705/1jais.00653","title":"Why Are Women Underrepresented in the American IT Industry? The Role of Explicit and Implicit Gender Identities","year":2021,"lang":"en","type":"article","venue":"Journal of the Association for Information Systems","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":38,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Ontario Tech University","funders":"","keywords":"Subconscious; Identity (music); Normative; Psychology; Implicit-association test; Social psychology; Test (biology); Affect (linguistics); Stereotype threat; Gender studies; Sociology; Political science","score_opus":0.02356253622653086,"score_gpt":0.30647032039584476,"score_spread":0.2829077841693139,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3123988868","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9765545,0.0013858083,0.0003080078,0.0073794657,0.0001410886,0.000008968696,0.00006682119,0.0000071779214,0.014148145],"genre_scores_gemma":[0.99602664,0.00068531727,0.000053156476,0.0011124237,0.000059547307,0.0000059594654,0.000028121958,0.0000045046186,0.0020241488],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99864703,0.0003930546,0.000039072638,0.00016188658,0.00034155592,0.00041744192],"domain_scores_gemma":[0.9975733,0.000705548,0.0006171416,0.000104769126,0.00037480306,0.0006243061],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001996975,0.00016039005,0.00024012559,0.0015804584,0.002550318,0.0026669176,0.00036581664,0.00061529706,0.006230798],"category_scores_gemma":[0.0055846474,0.00013108767,0.00013050932,0.0016484602,0.002343206,0.00174587,0.0013531897,0.0006820357,0.0006460891],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020346532,0.00012369239,0.7476568,0.0000923444,0.000031448042,0.0005018809,0.09881741,0.00004082896,0.0014760992,0.007996679,0.0065644374,0.1364949],"study_design_scores_gemma":[0.00001107227,0.0000839256,0.6902684,0.00020990617,0.000030798015,0.00051311526,0.27421495,0.00013923882,0.00051677186,0.0036433793,0.030341359,0.0000271196],"about_ca_topic_score_codex":0.016890762,"about_ca_topic_score_gemma":0.03215302,"teacher_disagreement_score":0.016890762,"about_ca_system_score_codex":0.00091355987,"about_ca_system_score_gemma":0.0013010071,"threshold_uncertainty_score":0.033584893},"labels":[],"label_agreement":null},{"id":"W3126901587","doi":"10.29173/iasl7626","title":"Information Needs, Search Behaviours, and Use of Elementary School Teachers on the Internet","year":2021,"lang":"en","type":"article","venue":"IASL Annual Conference Proceedings","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"The Internet; Context (archaeology); Work (physics); School teachers; Psychology; Information seeking; Mathematics education; Medical education; Computer science; World Wide Web; Engineering; Medicine","score_opus":0.0486505310175323,"score_gpt":0.3106666164274946,"score_spread":0.2620160854099623,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3126901587","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992118,0.0000952818,0.000018134766,0.000038735936,6.7909417e-7,0.000004778177,0.00003268532,0.0000013292165,0.0005965345],"genre_scores_gemma":[0.99904364,0.00017165886,0.00006581364,0.000020234798,0.0000019205618,0.000008667262,0.00006908613,0.0000013782552,0.0006175068],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995869,0.0000925016,0.00007595329,0.000049296228,0.00011596547,0.00007945965],"domain_scores_gemma":[0.995977,0.0017192113,0.0013071713,0.00011181442,0.0003709771,0.00051376637],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00055892434,0.00016406651,0.00031116596,0.0014839633,0.00050823257,0.0011188526,0.00020130337,0.000575086,0.0025747006],"category_scores_gemma":[0.0046311775,0.00026836232,0.00021483631,0.00085295795,0.00029519232,0.000981028,0.00047020815,0.00040907445,0.00032510867],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000050829014,0.0003299569,0.9628136,0.00009994714,0.00001592441,0.00038215707,0.024981411,0.000041591236,0.0010301891,0.00007100857,0.0001520326,0.010031335],"study_design_scores_gemma":[0.00000461359,0.00016857065,0.95515233,0.00005700124,0.000018322278,0.00029804118,0.042980477,0.0001646497,0.00021799523,0.000038450675,0.00088886725,0.000010735495],"about_ca_topic_score_codex":0.009199555,"about_ca_topic_score_gemma":0.016106728,"teacher_disagreement_score":0.009199555,"about_ca_system_score_codex":0.00034495315,"about_ca_system_score_gemma":0.00044951183,"threshold_uncertainty_score":0.01829201},"labels":[],"label_agreement":null},{"id":"W3128503002","doi":"10.29173/iasl7563","title":"Gender Issues in School Libraries","year":2021,"lang":"en","type":"article","venue":"IASL Annual Conference Proceedings","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Construct (python library); Prejudice (legal term); Set (abstract data type); Value (mathematics); Sociology; Order (exchange); Public relations; Psychology; Political science; Social psychology; Computer science; Business","score_opus":0.04598393766712134,"score_gpt":0.32880171589756085,"score_spread":0.2828177782304395,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3128503002","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.2658236,0.026552746,0.004184849,0.24696086,0.0013805289,0.00004799614,0.000146049,0.00016113056,0.45474228],"genre_scores_gemma":[0.9545278,0.0034957917,0.00048140192,0.0130945435,0.00058455626,0.000032108306,0.000019617777,0.000058101446,0.027706198],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.98196787,0.012610531,0.00062535127,0.0009330979,0.0018961581,0.0019669917],"domain_scores_gemma":[0.9739968,0.018543951,0.0021691557,0.00085711747,0.0024884914,0.0019444576],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013534243,0.00023653894,0.00052799756,0.0027176596,0.018973114,0.020012217,0.0010071425,0.0043613594,0.013023157],"category_scores_gemma":[0.020405635,0.00031370885,0.0004570246,0.0034062753,0.018751992,0.014886414,0.00756026,0.0026829143,0.0017156769],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011229102,0.00006957409,0.009230525,0.00027616712,0.000010503676,0.00088788004,0.16888575,0.00010668979,0.0003215883,0.7332494,0.027299365,0.059550192],"study_design_scores_gemma":[0.000026698355,0.00010988665,0.009984133,0.00084321544,0.00003368493,0.0011686597,0.2898081,0.00014794763,0.0014951199,0.14265868,0.5536637,0.000060279734],"about_ca_topic_score_codex":0.009503615,"about_ca_topic_score_gemma":0.0115261935,"teacher_disagreement_score":0.020012217,"about_ca_system_score_codex":0.011548703,"about_ca_system_score_gemma":0.007336316,"threshold_uncertainty_score":0.08379203},"labels":[],"label_agreement":null},{"id":"W3132673074","doi":"","title":"Exploring Gender Differences in How Preservice Teachers Learn New Technology","year":2020,"lang":"en","type":"article","venue":"EdMedia + Innovate Learning","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Ontario Tech University","funders":"","keywords":"Mathematics education; Pedagogy; Psychology; Computer science","score_opus":0.23963012533458047,"score_gpt":0.31515678372151296,"score_spread":0.07552665838693248,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3132673074","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99599934,0.00014793036,0.00009556432,0.00017102515,0.0000098257715,0.0000042331353,0.000021976186,0.0000012922133,0.0035488275],"genre_scores_gemma":[0.99656665,0.00009493917,0.00006390311,0.00007916767,0.0000035729927,0.000007967716,0.000018714396,0.0000028010315,0.0031623477],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99907446,0.00028333016,0.000041211028,0.0001248925,0.00018406393,0.0002920685],"domain_scores_gemma":[0.99378395,0.0037618813,0.0008936048,0.00019431046,0.00063247315,0.00073371566],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021198522,0.00017305107,0.00020206718,0.0008641705,0.00097254623,0.0028912672,0.0004611214,0.0007013678,0.008287098],"category_scores_gemma":[0.008544444,0.00021077329,0.0002733753,0.0005612032,0.0010857603,0.0026130364,0.0013998109,0.0010609162,0.00064637914],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008241129,0.0019824153,0.7681098,0.00011276051,0.00007036588,0.00039807678,0.1634915,0.00015155911,0.004922162,0.0062483773,0.0008948118,0.052794073],"study_design_scores_gemma":[0.000039639548,0.0006946665,0.7289607,0.00013350729,0.00004685787,0.00018614608,0.2604852,0.00030531373,0.0016908117,0.0018436275,0.0055895345,0.000023984387],"about_ca_topic_score_codex":0.010090229,"about_ca_topic_score_gemma":0.024046518,"teacher_disagreement_score":0.010090229,"about_ca_system_score_codex":0.0012006498,"about_ca_system_score_gemma":0.0013899674,"threshold_uncertainty_score":0.027723134},"labels":[],"label_agreement":null},{"id":"W3134003853","doi":"10.29173/iasl7902","title":"Information literacy: The Backbone of Curricular School Reforms in Croatia","year":2021,"lang":"en","type":"article","venue":"IASL Annual Conference Proceedings","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Information literacy; Curriculum; Thriving; Element (criminal law); Quality (philosophy); Pedagogy; Summit; Political science; Relation (database); Mathematics education; Croatian; Information society; Literacy; Sociology; Computer science; Psychology; Geography; Social science","score_opus":0.014936387621817097,"score_gpt":0.2985691860224473,"score_spread":0.2836327984006302,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3134003853","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8743151,0.0044509014,0.002487054,0.013090783,0.00023809333,0.00019471272,0.0002457658,0.000143387,0.10483438],"genre_scores_gemma":[0.99154145,0.00068273925,0.0011095214,0.0005052659,0.000032050728,0.000023134136,0.00008648063,0.000014240517,0.0060051614],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9972875,0.0008312785,0.00019083427,0.00037035596,0.0005067735,0.00081323244],"domain_scores_gemma":[0.9959227,0.0007983432,0.0008455062,0.00023147723,0.0010601509,0.0011416962],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032596113,0.00015346418,0.00029431444,0.0017590984,0.002214972,0.0056290077,0.00066319597,0.0010987923,0.0039224974],"category_scores_gemma":[0.004765687,0.00021082736,0.00022481834,0.0016442162,0.0023498891,0.002140365,0.0025242895,0.0018914659,0.00052876933],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002955715,0.0011676658,0.21039097,0.0014061781,0.000045153396,0.0010464963,0.028898844,0.0022149077,0.004114239,0.23849252,0.011423628,0.50050384],"study_design_scores_gemma":[0.00004424027,0.0002762081,0.78079534,0.0011774324,0.000026225469,0.00042961637,0.02641247,0.0011824287,0.0032253233,0.008652611,0.17770952,0.00006852282],"about_ca_topic_score_codex":0.019560823,"about_ca_topic_score_gemma":0.024007864,"teacher_disagreement_score":0.019560823,"about_ca_system_score_codex":0.0060230624,"about_ca_system_score_gemma":0.023320308,"threshold_uncertainty_score":0.043700576},"labels":[],"label_agreement":null},{"id":"W3134477028","doi":"10.1145/3408877.3432548","title":"Confidence, Connection, and Comfort","year":2021,"lang":"en","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"National Science Foundation","keywords":"Bachelor; Feeling; Class (philosophy); Quarter (Canadian coin); Inclusion (mineral); Psychology; Mathematics education; Drop out; Medical education; Social psychology; Medicine; Computer science; Political science","score_opus":0.023871038809523192,"score_gpt":0.332108638688037,"score_spread":0.3082375998785138,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3134477028","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9407144,0.0008274856,0.0014297668,0.0029418075,0.00015864421,0.000056544006,0.00017298157,0.000059831145,0.053638507],"genre_scores_gemma":[0.99777824,0.00020187123,0.00021433347,0.0002816925,0.00002297962,0.000022175878,0.000046603036,0.000008672777,0.00142344],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.99671113,0.0010347103,0.00017422863,0.00033904542,0.0011092647,0.00063159794],"domain_scores_gemma":[0.9901607,0.0025762795,0.0016802071,0.0006630266,0.0009100589,0.0040096873],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002105022,0.0003147964,0.00043037205,0.0015246114,0.0018930194,0.0068347864,0.00082802,0.0011980673,0.008044165],"category_scores_gemma":[0.014736588,0.0002421368,0.00048270385,0.0007879471,0.003214479,0.0021117025,0.0045720213,0.002510453,0.00088474376],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003618601,0.002211124,0.6937433,0.00032527946,0.00044786534,0.0012321895,0.08262048,0.00070235395,0.0039795656,0.01505657,0.014005734,0.1853136],"study_design_scores_gemma":[0.0000610678,0.00082177634,0.8294489,0.00027214194,0.00014363209,0.0016962347,0.112223715,0.0016484745,0.00092538656,0.012136302,0.040396404,0.00022605703],"about_ca_topic_score_codex":0.0022524516,"about_ca_topic_score_gemma":0.0023646657,"teacher_disagreement_score":0.008044165,"about_ca_system_score_codex":0.0009140831,"about_ca_system_score_gemma":0.00072223047,"threshold_uncertainty_score":0.026910365},"labels":[],"label_agreement":null},{"id":"W3135430888","doi":"10.29173/iasl7455","title":"School Librarian Leadership: Research and Practice","year":2021,"lang":"en","type":"article","venue":"IASL Annual Conference Proceedings","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Educational leadership; Certification; Leadership studies; Teacher leadership; Pedagogy; State (computer science); Sociology; Political science; Medical education; Leadership style; Public relations; Library science; Medicine; Computer science","score_opus":0.2930068865433317,"score_gpt":0.43256852545434243,"score_spread":0.13956163891101075,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3135430888","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.37979665,0.17661028,0.0052906945,0.17375071,0.0017979346,0.0006862866,0.00038923355,0.00031771787,0.2613606],"genre_scores_gemma":[0.91370183,0.06085151,0.0037726124,0.011010074,0.00043135334,0.00049449765,0.00016824483,0.000060160677,0.009509719],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9633938,0.026026996,0.0016855414,0.002140445,0.0050313873,0.0017217634],"domain_scores_gemma":[0.8804184,0.07842067,0.008116991,0.004119179,0.01728658,0.011638203],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.040298037,0.0002739961,0.000706905,0.0048194216,0.005059583,0.0143787265,0.002014948,0.0023214568,0.014318626],"category_scores_gemma":[0.071406074,0.0005207912,0.00039148921,0.010234667,0.0074255574,0.007591191,0.0046845363,0.002413402,0.002413176],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019682039,0.0021171176,0.106152,0.0061978255,0.00010560093,0.00040731372,0.13235854,0.00021953363,0.00026204667,0.07627898,0.058329016,0.6173752],"study_design_scores_gemma":[0.00025947072,0.0006760732,0.08926778,0.018694695,0.00013172803,0.00052589446,0.52333325,0.00044548226,0.0011704111,0.019004736,0.3464152,0.00007526602],"about_ca_topic_score_codex":0.010129044,"about_ca_topic_score_gemma":0.017119352,"teacher_disagreement_score":0.040298037,"about_ca_system_score_codex":0.0140020605,"about_ca_system_score_gemma":0.036956605,"threshold_uncertainty_score":0.21311891},"labels":[],"label_agreement":null},{"id":"W3137686960","doi":"10.19173/irrodl.v22i1.5098","title":"Improving Intergroup Relations Through Online Contact","year":2021,"lang":"en","type":"article","venue":"The International Review of Research in Open and Distributed Learning","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Premise; Multiculturalism; Contact hypothesis; Psychology; Variety (cybernetics); Task (project management); Computer-mediated communication; Online discussion; Social psychology; Distance education; Pedagogy; Computer science; World Wide Web; The Internet; Engineering; Epistemology","score_opus":0.128302504578705,"score_gpt":0.4997303434624827,"score_spread":0.3714278388837777,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3137686960","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96759886,0.0004030804,0.0052472195,0.00040310653,0.000062711995,0.00038569327,0.000032766966,0.00007237848,0.025794033],"genre_scores_gemma":[0.98184466,0.00049217057,0.007836249,0.00017146533,0.00004477887,0.00035305417,0.000041621395,0.00001299968,0.009203028],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9988091,0.0006300451,0.00003249115,0.0001382747,0.00021545301,0.00017454573],"domain_scores_gemma":[0.99784017,0.0011435018,0.00023347943,0.00018114164,0.0001922415,0.00040938013],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013915217,0.0003124996,0.0002391445,0.00051648566,0.0012363166,0.001356206,0.0006760632,0.00046038683,0.007925908],"category_scores_gemma":[0.0035140752,0.00008669007,0.00022099205,0.0003474359,0.0004575287,0.0009362904,0.0020350271,0.0005526972,0.0008301756],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00065021514,0.0223676,0.043402273,0.000987309,0.00004328468,0.0006416653,0.0467364,0.0004746843,0.023903986,0.006883739,0.0027862808,0.8511227],"study_design_scores_gemma":[0.00149738,0.038120553,0.38515675,0.0015864354,0.00054589025,0.0026038347,0.16588736,0.0069732424,0.07811551,0.019251313,0.30008003,0.00018171604],"about_ca_topic_score_codex":0.00052543206,"about_ca_topic_score_gemma":0.0012798943,"teacher_disagreement_score":0.007925908,"about_ca_system_score_codex":0.00048394408,"about_ca_system_score_gemma":0.0010593119,"threshold_uncertainty_score":0.026514769},"labels":[],"label_agreement":null},{"id":"W3140954252","doi":"10.29173/iasl7997","title":"Educational Leaders As Change Agents Towards the Information Literate School","year":2021,"lang":"en","type":"article","venue":"IASL Annual Conference Proceedings","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Information and Communications Technology; Variety (cybernetics); Digital divide; Public relations; Literacy; Information literacy; Political science; Economic growth; Information technology; Socioeconomic status; Business; Sociology; Pedagogy; Computer science; Economics","score_opus":0.10045036094019583,"score_gpt":0.35740367889653263,"score_spread":0.2569533179563368,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3140954252","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.29248512,0.0024359634,0.011032853,0.29100448,0.00595721,0.0010273792,0.00011532064,0.00096235354,0.3949793],"genre_scores_gemma":[0.82168007,0.0014146882,0.004558126,0.030222507,0.0011054466,0.00034148328,0.00010671129,0.00022116976,0.1403498],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9899929,0.0055540022,0.00020976382,0.0006710471,0.0014450891,0.0021271822],"domain_scores_gemma":[0.9807066,0.002884897,0.0015915135,0.0005969584,0.003310956,0.0109090805],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009428105,0.00056346826,0.0003671336,0.0029363488,0.0148730995,0.014452273,0.0015860943,0.003624376,0.026323456],"category_scores_gemma":[0.013700434,0.00051028805,0.0003952376,0.0010935107,0.011982718,0.008380929,0.012909124,0.00847034,0.0056916545],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012331353,0.0013975339,0.022776913,0.00034379459,0.000031992764,0.0025081255,0.4986377,0.000186907,0.0023784346,0.20652662,0.15060572,0.11448298],"study_design_scores_gemma":[0.00007327161,0.00019749103,0.0050791777,0.000313325,0.000019102543,0.00027164523,0.17163181,0.00033537566,0.00080242945,0.024461215,0.79677415,0.000040986728],"about_ca_topic_score_codex":0.003251964,"about_ca_topic_score_gemma":0.0044989027,"teacher_disagreement_score":0.026323456,"about_ca_system_score_codex":0.005130846,"about_ca_system_score_gemma":0.010934171,"threshold_uncertainty_score":0.088060796},"labels":[],"label_agreement":null},{"id":"W3143303088","doi":"10.29173/iasl8030","title":"Accelerated Reader and Information Policy, Information Literacy, and Knowledge Management: U.S. and International Implications","year":2021,"lang":"en","type":"article","venue":"IASL Annual Conference Proceedings","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Reading (process); Information literacy; Literacy; Style (visual arts); Management styles; Relation (database); Information management; Data collection; Public relations; Political science; Psychology; Sociology; Knowledge management; Pedagogy; Computer science; Social science; Geography","score_opus":0.031503125127555834,"score_gpt":0.3410517759461543,"score_spread":0.3095486508185985,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3143303088","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8542146,0.01173572,0.00030129787,0.04811795,0.00015312803,0.000023579982,0.000407023,0.000015198762,0.08503152],"genre_scores_gemma":[0.99607533,0.001614259,0.00011675222,0.0010863667,0.000023908675,0.000012119793,0.00004694637,0.0000035936569,0.0010206776],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.996997,0.0016360105,0.0001367112,0.00024168142,0.0003500556,0.0006386164],"domain_scores_gemma":[0.99009705,0.0056817913,0.0017313675,0.00020307643,0.0013765504,0.0009101696],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0048400345,0.00016870904,0.00024828952,0.0019012548,0.0032122813,0.0031397538,0.00033743243,0.00049244397,0.0057238387],"category_scores_gemma":[0.00925549,0.00014822876,0.0003027222,0.0060270685,0.0028185558,0.0025757833,0.0021110433,0.0010974042,0.00023819784],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00028681784,0.0002732291,0.7999682,0.00036466453,0.00005803347,0.00055612787,0.04243806,0.0002489533,0.00030330586,0.042083055,0.009642387,0.10377713],"study_design_scores_gemma":[0.000021690463,0.00028301234,0.8006588,0.0010492181,0.00010765844,0.00031480248,0.15006462,0.00018976303,0.0005353503,0.006282902,0.04046187,0.00003035771],"about_ca_topic_score_codex":0.07008259,"about_ca_topic_score_gemma":0.13435009,"teacher_disagreement_score":0.07008259,"about_ca_system_score_codex":0.0045517087,"about_ca_system_score_gemma":0.0049948758,"threshold_uncertainty_score":0.13934934},"labels":[],"label_agreement":null},{"id":"W3144226429","doi":"10.29173/iasl7540","title":"Breaking Down Barriers","year":2021,"lang":"en","type":"article","venue":"IASL Annual Conference Proceedings","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Alberta","funders":"","keywords":"The Internet; Curriculum; Information and Communications Technology; Best practice; Pedagogy; Psychology; Sociology; Medical education; Public relations; Political science; Computer science; World Wide Web; Medicine","score_opus":0.02325001588757151,"score_gpt":0.3081242747204751,"score_spread":0.28487425883290357,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3144226429","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.13657095,0.0065543996,0.052894756,0.1344542,0.0044024787,0.0014436109,0.00077322475,0.0010468973,0.6618596],"genre_scores_gemma":[0.8129037,0.0032155775,0.020996252,0.03354358,0.00032396076,0.0008436266,0.0005523354,0.0006301519,0.12699075],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9779734,0.0050174426,0.0010523832,0.0022783133,0.00554438,0.0081341],"domain_scores_gemma":[0.97001016,0.008486676,0.0019046749,0.0034402355,0.010687128,0.005471021],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.017648365,0.00084274466,0.0008825887,0.0025921455,0.016672432,0.010723759,0.003956407,0.0039790445,0.03331479],"category_scores_gemma":[0.049093634,0.0006157558,0.001137651,0.0030520454,0.010212944,0.011585747,0.017645314,0.008605128,0.004234196],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009387828,0.00019068738,0.016672002,0.0008612657,0.00006192443,0.0024337976,0.18679139,0.00055068586,0.001632532,0.43828085,0.12564397,0.22678697],"study_design_scores_gemma":[0.000017809949,0.000055699238,0.006184498,0.0016673534,0.00004066208,0.00049627863,0.1135438,0.0003761691,0.0004684787,0.046225335,0.83086514,0.000058770005],"about_ca_topic_score_codex":0.29875803,"about_ca_topic_score_gemma":0.27515432,"teacher_disagreement_score":0.29875803,"about_ca_system_score_codex":0.01777238,"about_ca_system_score_gemma":0.06564488,"threshold_uncertainty_score":0.5940381},"labels":[],"label_agreement":null},{"id":"W3145867799","doi":"10.29173/iasl8121","title":"Internet Use in Schools in Alberta, Canada: Implications for School Librarians","year":2021,"lang":"en","type":"article","venue":"IASL Annual Conference Proceedings","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"The Internet; Professional development; Medical education; Psychology; Public relations; Pedagogy; Political science; Computer science; Medicine; World Wide Web","score_opus":0.053206280725847786,"score_gpt":0.30076504980122143,"score_spread":0.24755876907537364,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3145867799","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98750883,0.0015947594,0.00006158843,0.0029848476,0.000019789142,0.000032081734,0.00026288172,0.000017032695,0.00751815],"genre_scores_gemma":[0.99609584,0.0012847946,0.00013470337,0.00038236214,0.0000071473005,0.00001780855,0.00007059658,0.0000049843457,0.0020017554],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9976489,0.0005146936,0.00011057022,0.00014589689,0.00086930534,0.00071068713],"domain_scores_gemma":[0.99203265,0.0019687319,0.001166505,0.00009787597,0.0027612292,0.0019730208],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002167952,0.00018756263,0.00039537877,0.0040299203,0.0061871996,0.0042549265,0.0009655737,0.0006145656,0.0029072766],"category_scores_gemma":[0.0059857466,0.00026488458,0.0002537051,0.008400286,0.0024963585,0.0011481483,0.001477881,0.0008534217,0.00018595623],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010362535,0.0001999806,0.83767664,0.00031736464,0.000019880816,0.00079344533,0.10434458,0.00014003046,0.0002936574,0.001656088,0.0033504902,0.05110413],"study_design_scores_gemma":[0.00000657879,0.00004670026,0.75773764,0.00019727356,0.000020475649,0.000071941475,0.2366027,0.00013238059,0.00012042565,0.00012658228,0.004917799,0.000019456078],"about_ca_topic_score_codex":0.98129636,"about_ca_topic_score_gemma":0.99192274,"teacher_disagreement_score":0.03408762,"about_ca_system_score_codex":0.03408762,"about_ca_system_score_gemma":0.059593447,"threshold_uncertainty_score":0.24732417},"labels":[],"label_agreement":null},{"id":"W3149621007","doi":"10.29173/iasl8166","title":"Gender Interest Differences with Multimedia Learning Interfaces","year":2021,"lang":"en","type":"article","venue":"IASL Annual Conference Proceedings","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Task (project management); Multimedia; Class (philosophy); Computer science; Human–computer interaction; Interface (matter); Significant difference; Interface design; Psychology; Artificial intelligence; Engineering; Mathematics","score_opus":0.06358873012310642,"score_gpt":0.3128825826203064,"score_spread":0.24929385249719996,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3149621007","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9893629,0.00052781333,0.0010705445,0.00011892001,0.000022777116,0.000025104027,0.00009598152,0.000009510856,0.00876645],"genre_scores_gemma":[0.9973022,0.00014253493,0.0002761842,0.000040442552,0.000010024908,0.000015985906,0.000038809336,0.0000067017236,0.0021670535],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999175,0.00022771095,0.000059439917,0.00010828091,0.00029430576,0.00013522149],"domain_scores_gemma":[0.99496573,0.0029168518,0.0009410506,0.00019293043,0.000556456,0.00042687834],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012379846,0.0002146549,0.0002497061,0.00061134377,0.0002926309,0.0009261991,0.00017218596,0.00026902067,0.008867528],"category_scores_gemma":[0.0088214595,0.00013263634,0.0002638962,0.00035242314,0.00039604743,0.0005072315,0.00043030412,0.0003266509,0.000750467],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010948819,0.0005327954,0.8100931,0.00036002276,0.00011662224,0.0011004058,0.05083843,0.00018841405,0.024687897,0.002552525,0.00088867807,0.10754631],"study_design_scores_gemma":[0.000016615088,0.00077145296,0.9765436,0.00006787543,0.000043681055,0.0012521625,0.012859211,0.00026717345,0.0028870425,0.00069106877,0.0045736656,0.000026529195],"about_ca_topic_score_codex":0.0009158096,"about_ca_topic_score_gemma":0.001162643,"teacher_disagreement_score":0.008867528,"about_ca_system_score_codex":0.00021402647,"about_ca_system_score_gemma":0.00012448161,"threshold_uncertainty_score":0.029664874},"labels":[],"label_agreement":null},{"id":"W3152179193","doi":"10.29173/iasl8007","title":"Information Technology Adoption in Botswana Secondary Schools and its Implications on Leadership and School Libraries in the Digital Era","year":2021,"lang":"en","type":"article","venue":"IASL Annual Conference Proceedings","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Transformational leadership; Information technology; Educational leadership; Psychology; Usability; Feeling; Qualitative research; Public relations; Sociology; Pedagogy; Social psychology; Political science; Computer science; Social science","score_opus":0.038257606039320595,"score_gpt":0.28447091701897836,"score_spread":0.24621331097965776,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3152179193","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.998464,0.000104750725,0.000021141197,0.00025657853,0.0000025161603,0.000005025609,0.000008911176,0.0000011858033,0.0011359324],"genre_scores_gemma":[0.99938595,0.000110740024,0.0000244864,0.000041198997,8.727793e-7,0.000004688511,0.0000064248475,7.832711e-7,0.00042500917],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9989832,0.00028155622,0.000045612458,0.00007378652,0.00017337642,0.00044239836],"domain_scores_gemma":[0.997419,0.0009004305,0.0006155708,0.000051278323,0.00044007006,0.00057363504],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010976703,0.00017385022,0.00021158879,0.0018825156,0.0026520893,0.0029426755,0.00028860508,0.0003330977,0.0023369608],"category_scores_gemma":[0.0029250307,0.00021204281,0.0001672263,0.0027339398,0.0013072684,0.0008923719,0.0012046375,0.00067242305,0.00016308638],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010586796,0.00025093753,0.7839654,0.00020358493,0.00001504368,0.0016749531,0.1689373,0.00009234734,0.001790445,0.0034722292,0.0005435677,0.038948387],"study_design_scores_gemma":[0.000011108125,0.0001788319,0.7250707,0.00019075992,0.000013989962,0.00024694647,0.2681369,0.00016174879,0.00047512288,0.00026535187,0.0052365293,0.000012057663],"about_ca_topic_score_codex":0.06757787,"about_ca_topic_score_gemma":0.1476161,"teacher_disagreement_score":0.06757787,"about_ca_system_score_codex":0.0036865321,"about_ca_system_score_gemma":0.0052051838,"threshold_uncertainty_score":0.13436902},"labels":[],"label_agreement":null},{"id":"W3153018586","doi":"10.17705/1cais.04830","title":"Editorial Board Diversity at the Basket of Eight Journals: A Report to the College of Senior Scholars","year":2021,"lang":"en","type":"paratext","venue":"Communications of the Association for Information Systems","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":20,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"","keywords":"Diversity (politics); Ethnic group; Editorial board; Gender diversity; Library science; Fell; Political science; Cultural diversity; Sociology; Management; Corporate governance; Law; Geography; Computer science","score_opus":0.040718133822972305,"score_gpt":0.34028271550788464,"score_spread":0.29956458168491235,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3153018586","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"evaluation","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":"evaluation","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.178328,0.0152695,0.0045043975,0.6083609,0.08645894,0.0040993886,0.007024781,0.0014808424,0.09447331],"genre_scores_gemma":[0.6033234,0.03494444,0.022356039,0.07794283,0.10342787,0.0025983814,0.01288694,0.0019532284,0.14056687],"study_design_codex":"not_applicable","study_design_gemma":"observational","domain_scores_codex":[0.8951041,0.009835305,0.0123317195,0.003291161,0.07338944,0.006048144],"domain_scores_gemma":[0.5156045,0.05228522,0.059224866,0.012062747,0.25870034,0.10212231],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.074107535,0.0010307747,0.0009920846,0.017223453,0.012793986,0.0203155,0.0023544019,0.0032755255,0.010719546],"category_scores_gemma":[0.1711916,0.0010241801,0.00085797056,0.015567607,0.002610973,0.007675733,0.008107071,0.004520472,0.0032759926],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00027336186,0.00034531453,0.085274026,0.00065773766,0.00008934459,0.00062329444,0.0064908275,0.00017183904,0.002199179,0.0017963286,0.6454532,0.25662553],"study_design_scores_gemma":[0.00015567808,0.0004203797,0.21289952,0.0010817497,0.00010040017,0.0009343139,0.019137321,0.0009067473,0.0023652597,0.001963313,0.7597941,0.00024119552],"about_ca_topic_score_codex":0.017219475,"about_ca_topic_score_gemma":0.02304771,"teacher_disagreement_score":0.9258925,"about_ca_system_score_codex":0.0092019765,"about_ca_system_score_gemma":0.037091438,"threshold_uncertainty_score":0.39192277},"labels":[],"label_agreement":null},{"id":"W3158019346","doi":"10.18438/eblip29886","title":"Gender is a Variable of Interest for Information Literacy Instruction","year":2021,"lang":"en","type":"article","venue":"Evidence Based Library and Information Practice","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Information literacy; Psychology; Descriptive statistics; Likert scale; Confirmatory factor analysis; Higher education; Medical education; Mathematics education; Pedagogy; Statistics; Mathematics; Medicine; Structural equation modeling","score_opus":0.04175701848162761,"score_gpt":0.3259077679235729,"score_spread":0.2841507494419453,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3158019346","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9629929,0.0037641847,0.0026503045,0.0021458992,0.00034591663,0.00019241101,0.0020250517,0.000046925354,0.02583645],"genre_scores_gemma":[0.9946379,0.00053840724,0.0009319937,0.00034921346,0.00009667823,0.00015798243,0.0004048344,0.000032866363,0.0028501225],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9983662,0.00060187984,0.00015601642,0.00024929782,0.00045916272,0.000167469],"domain_scores_gemma":[0.9880079,0.008814099,0.0015876897,0.00032720584,0.0005238816,0.000739213],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027474614,0.00021598031,0.0004899944,0.0009773988,0.0007205537,0.0010686599,0.00036915738,0.00052169175,0.022294464],"category_scores_gemma":[0.015085672,0.000095721574,0.00068435003,0.0011249037,0.00065341505,0.0006922052,0.0005779215,0.00077138474,0.001818967],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00045006638,0.00046004917,0.9351568,0.0003031029,0.00014393247,0.0003364447,0.0037226123,0.00008717433,0.00070151064,0.0014247902,0.003027096,0.054186385],"study_design_scores_gemma":[0.000018216058,0.00051263947,0.97870195,0.00034665508,0.00013128527,0.0007741991,0.004457454,0.00030618184,0.00040596636,0.0013624345,0.012953648,0.000029341263],"about_ca_topic_score_codex":0.001262027,"about_ca_topic_score_gemma":0.0015818501,"teacher_disagreement_score":0.022294464,"about_ca_system_score_codex":0.0003857985,"about_ca_system_score_gemma":0.00075843185,"threshold_uncertainty_score":0.0745824},"labels":[],"label_agreement":null},{"id":"W317279132","doi":"10.29173/iasl8147","title":"Students and the World Wide Web: Issues of Confidence and Competence","year":2021,"lang":"en","type":"article","venue":"IASL Annual Conference Proceedings","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Competence (human resources); Pleasure; The Internet; Psychology; Perception; Pedagogy; Social psychology; World Wide Web; Computer science","score_opus":0.029819014662910488,"score_gpt":0.3460596761144425,"score_spread":0.316240661451532,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W317279132","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99118793,0.00036711898,0.0001477002,0.00090738735,0.000023928253,0.0000060666725,0.00002768778,0.000005060635,0.0073269806],"genre_scores_gemma":[0.99895704,0.00011318498,0.0000430619,0.000082018414,0.0000058283777,0.000004004834,0.000012352863,0.000002056758,0.000780524],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9978649,0.0006434664,0.00018874771,0.00014883663,0.0007010749,0.00045286253],"domain_scores_gemma":[0.99031466,0.0028141313,0.0022676622,0.000536133,0.0016267927,0.0024405627],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00401204,0.00017513284,0.00037538653,0.001897702,0.0012963729,0.0073644626,0.0006209559,0.0012148612,0.0030827688],"category_scores_gemma":[0.017931052,0.00025298362,0.0003360225,0.00066964974,0.002861821,0.0041353777,0.002955124,0.002256579,0.00063022546],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009201274,0.0008130219,0.7805522,0.000064220294,0.000068327936,0.0009905963,0.15234402,0.00007602589,0.00123081,0.004969527,0.001423329,0.05737578],"study_design_scores_gemma":[0.000018627372,0.00058208953,0.6968974,0.00024503848,0.000049770144,0.001954451,0.27858424,0.0005478563,0.0013778867,0.005092841,0.014564181,0.0000856694],"about_ca_topic_score_codex":0.003895859,"about_ca_topic_score_gemma":0.0035934916,"teacher_disagreement_score":0.0073644626,"about_ca_system_score_codex":0.000502437,"about_ca_system_score_gemma":0.0006162035,"threshold_uncertainty_score":0.021217942},"labels":[],"label_agreement":null},{"id":"W3201282740","doi":"10.29173/slw8234","title":"Investigating Technology Integration Practices and Competencies of School Librarians","year":2021,"lang":"en","type":"article","venue":"School Libraries Worldwide","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"School library; Curriculum; Context (archaeology); Information literacy; Library science; Sociology; Medical education; Pedagogy; Psychology; Computer science; Medicine","score_opus":0.04196953195817516,"score_gpt":0.3127283123912147,"score_spread":0.2707587804330395,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3201282740","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99805474,0.00010108291,0.00007814524,0.00006279799,6.5614944e-7,0.000006379631,0.000012034858,0.000004366167,0.001679677],"genre_scores_gemma":[0.9988558,0.00013783458,0.00026852303,0.000052060237,0.0000017467795,0.000013168502,0.000024265015,0.0000020115203,0.00064457546],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99740416,0.001028263,0.00025306822,0.00028026878,0.00068162207,0.00035263007],"domain_scores_gemma":[0.98596144,0.005879583,0.004262935,0.0006867838,0.0021284854,0.0010808873],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00369573,0.00013420549,0.00034127812,0.0034659721,0.0013014898,0.0028428799,0.00037559166,0.00049109955,0.00256589],"category_scores_gemma":[0.012457582,0.00027471568,0.00021569838,0.0028008923,0.0010922592,0.0023940848,0.0022549639,0.00047013332,0.0005605296],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000037300368,0.00026583025,0.8463694,0.00010935924,0.000017438488,0.0001732161,0.10468862,0.000058611407,0.0009507563,0.0005564715,0.000350822,0.046422202],"study_design_scores_gemma":[0.0000058139785,0.00027940294,0.8457069,0.000077315206,0.00002083325,0.00027638464,0.1455706,0.00015130064,0.0016247428,0.00022853623,0.0060445066,0.000013698422],"about_ca_topic_score_codex":0.005615359,"about_ca_topic_score_gemma":0.013882978,"teacher_disagreement_score":0.005615359,"about_ca_system_score_codex":0.0014588535,"about_ca_system_score_gemma":0.0031129569,"threshold_uncertainty_score":0.019545078},"labels":[],"label_agreement":null},{"id":"W3204722972","doi":"10.29173/iasl8301","title":"Supporting STEM Education in the School Library with Digital Tools","year":2021,"lang":"en","type":"article","venue":"IASL Annual Conference Proceedings","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Presentation (obstetrics); Work (physics); Professional development; Pedagogy; Mathematics education; Computer science; Sociology; Knowledge management; Psychology; Engineering; Medicine","score_opus":0.02704077956056524,"score_gpt":0.3113224241652293,"score_spread":0.2842816446046641,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3204722972","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5118075,0.0012874152,0.034234118,0.012066209,0.00019835617,0.00045499412,0.00042889334,0.0041886712,0.4353338],"genre_scores_gemma":[0.9105301,0.0012541745,0.031408798,0.0010245303,0.000060821712,0.00016055255,0.00023591347,0.00024298123,0.055082154],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99714464,0.0013829472,0.00016096878,0.00017600386,0.00064487127,0.00049060903],"domain_scores_gemma":[0.99345446,0.0025772962,0.00049310044,0.00070211344,0.0009683234,0.0018047101],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003680066,0.00024715817,0.0002943408,0.0016143096,0.0039002076,0.012420246,0.0011803511,0.0012451712,0.022974666],"category_scores_gemma":[0.008197177,0.00025348918,0.00037418708,0.001829178,0.0014990353,0.00895212,0.008671377,0.0009138209,0.007820709],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020557077,0.002188729,0.048007216,0.000985707,0.000033473356,0.0013444126,0.06521992,0.0008335118,0.008163386,0.05607294,0.045931123,0.7710141],"study_design_scores_gemma":[0.000078602105,0.0006257363,0.017909465,0.000840556,0.000056082532,0.0009421882,0.13033374,0.0014794188,0.013453823,0.018183181,0.8160165,0.00008081664],"about_ca_topic_score_codex":0.0025204446,"about_ca_topic_score_gemma":0.007121105,"teacher_disagreement_score":0.022974666,"about_ca_system_score_codex":0.0017654375,"about_ca_system_score_gemma":0.009757694,"threshold_uncertainty_score":0.076857924},"labels":[],"label_agreement":null},{"id":"W3217443107","doi":"10.1109/respect51740.2021.9620659","title":"CS1 Students' Perspectives on the Computer Science Gender Gap: Achieving Equity Requires Awareness","year":2021,"lang":"en","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"National Science Foundation","keywords":"Gender gap; Bachelor; Gender equity; Equity (law); Curriculum; Perception; Quarter (Canadian coin); Diversity (politics); Inclusion (mineral); Psychology; Drop out; Gender diversity; Affirmative action; Medical education; Social psychology; Pedagogy; Gender studies; Political science; Medicine; Sociology; Demographic economics; Management","score_opus":0.13537515297466746,"score_gpt":0.44818525560838446,"score_spread":0.312810102633717,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3217443107","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97807544,0.0008084041,0.0003666976,0.0106339855,0.00011234325,0.00001600112,0.00003956246,0.000010924123,0.009936658],"genre_scores_gemma":[0.996396,0.00057481765,0.0000717079,0.0014283782,0.00004692666,0.000009282891,0.000012486684,0.000005518762,0.0014549351],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99664825,0.0017017378,0.00010001616,0.00016106074,0.00060753734,0.0007813613],"domain_scores_gemma":[0.9916045,0.0037484637,0.0012432268,0.00017383341,0.00085356145,0.0023764097],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006827728,0.00040185283,0.00043592072,0.0012492856,0.009704416,0.0067926883,0.00057679805,0.0019074351,0.0055148182],"category_scores_gemma":[0.008985649,0.00029321876,0.0003420416,0.0010414113,0.004519782,0.0035159944,0.004788754,0.0029176914,0.00054522755],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009454248,0.00019151108,0.12602556,0.00021022688,0.000015646106,0.0010633125,0.82050073,0.000098968434,0.0018937282,0.008132304,0.0048649902,0.036908474],"study_design_scores_gemma":[0.0000058200058,0.00016386488,0.03010454,0.00013305702,0.000012569008,0.0005024509,0.94054216,0.00010356643,0.0005949989,0.00092153164,0.026883624,0.00003177014],"about_ca_topic_score_codex":0.0059834714,"about_ca_topic_score_gemma":0.009823689,"teacher_disagreement_score":0.009704416,"about_ca_system_score_codex":0.0021345841,"about_ca_system_score_gemma":0.002987041,"threshold_uncertainty_score":0.03610891},"labels":[],"label_agreement":null},{"id":"W334243429","doi":"10.29173/iasl8195","title":"Our Patch vs. Their Patch: Information Technology and Literacy in Schools","year":2021,"lang":"en","type":"article","venue":"IASL Annual Conference Proceedings","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Information literacy; Literacy; Sociology; Information technology; Public relations; Pedagogy; Engineering ethics; Political science; Engineering","score_opus":0.021923604421133214,"score_gpt":0.30791459501692875,"score_spread":0.2859909905957955,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W334243429","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.49235913,0.027634082,0.003893802,0.25453007,0.0012197845,0.000047064455,0.00005926214,0.000054741548,0.22020203],"genre_scores_gemma":[0.9895465,0.0021354018,0.0002874817,0.003482876,0.00023108287,0.000011521595,0.0000044930584,0.000014649915,0.0042860643],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9976191,0.0015604084,0.00006370898,0.00012782356,0.00024737263,0.00038149423],"domain_scores_gemma":[0.9957034,0.002499748,0.0005242518,0.00018155952,0.0003227497,0.00076828804],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025148427,0.0001184875,0.00030571304,0.0015408106,0.0036521412,0.007005607,0.00039221972,0.0018260567,0.005091469],"category_scores_gemma":[0.007572191,0.00015858011,0.00018399148,0.0016499825,0.014957986,0.010682786,0.0049099675,0.0026446497,0.00027089464],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016309999,0.00008758299,0.036636036,0.00015060048,0.000014429304,0.0005295973,0.18520954,0.00009663465,0.00035300927,0.682239,0.020289471,0.07423102],"study_design_scores_gemma":[0.00004375076,0.00043020354,0.09950947,0.000761979,0.000037705086,0.00086290884,0.4858636,0.0005817457,0.000385718,0.24457394,0.16690439,0.00004459682],"about_ca_topic_score_codex":0.005407511,"about_ca_topic_score_gemma":0.011646981,"teacher_disagreement_score":0.007005607,"about_ca_system_score_codex":0.0020894273,"about_ca_system_score_gemma":0.001780032,"threshold_uncertainty_score":0.017032623},"labels":[],"label_agreement":null},{"id":"W35949007","doi":"10.4018/978-1-59140-815-4.ch094","title":"Gender Identity, the Culture of Organizations, and Women's IT Careers","year":2006,"lang":"en","type":"book-chapter","venue":"IGI Global eBooks","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Saint Mary's University; Acadia University","funders":"","keywords":"Psyche; Identity (music); Public relations; Organizational culture; Sociology; Artifact (error); Gender studies; Political science; Psychology; Aesthetics; Psychoanalysis","score_opus":0.01633114818908315,"score_gpt":0.2795639803441194,"score_spread":0.26323283215503623,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W35949007","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8789593,0.013451672,0.0005278137,0.012464492,0.00034504064,0.000016285365,0.00008698348,0.000009054944,0.09413952],"genre_scores_gemma":[0.9929892,0.0037053926,0.0000859321,0.00066015584,0.000068992296,0.0000088899105,0.00001432953,0.0000049986243,0.0024620981],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9982803,0.0008606077,0.00005490344,0.000110227455,0.00028225442,0.00041172773],"domain_scores_gemma":[0.99747914,0.00080305425,0.0007124356,0.000057275807,0.00019529206,0.00075290614],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002493514,0.0001998358,0.00026470536,0.0013651302,0.004939963,0.0067764106,0.00039732954,0.00050827034,0.0036566711],"category_scores_gemma":[0.0033853757,0.00010203,0.0001268508,0.0017397725,0.006217028,0.0022713903,0.002299782,0.00085607474,0.00029823216],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017119269,0.00023881695,0.18071182,0.00021641939,0.00003308388,0.00070789835,0.5631528,0.00012988452,0.0006063025,0.1444309,0.00866071,0.10094018],"study_design_scores_gemma":[0.000011836443,0.00013459068,0.14176054,0.000737076,0.000019094516,0.0007180679,0.74356693,0.00011381438,0.00026718632,0.020307064,0.09232417,0.000039757622],"about_ca_topic_score_codex":0.0075437096,"about_ca_topic_score_gemma":0.008552732,"teacher_disagreement_score":0.0075437096,"about_ca_system_score_codex":0.0017082585,"about_ca_system_score_gemma":0.0015827662,"threshold_uncertainty_score":0.014999628},"labels":[],"label_agreement":null},{"id":"W4205852602","doi":"10.4018/978-1-4666-0047-8.ch014","title":"Examining the “Digital Divide”","year":2011,"lang":"en","type":"book-chapter","venue":"IGI Global eBooks","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Appropriation; ICTS; Sociology; Digital divide; Service (business); Pedagogy; Information and Communications Technology; Computer science; Epistemology; World Wide Web; Business","score_opus":0.067311113897093,"score_gpt":0.28743282458744135,"score_spread":0.22012171069034836,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4205852602","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.41535762,0.030212052,0.0076021967,0.033745367,0.0005740475,0.000040520536,0.000046873844,0.000029382065,0.51239187],"genre_scores_gemma":[0.97160465,0.006528963,0.0010274537,0.0016184407,0.000105927924,0.000034698376,0.000022723483,0.00002133652,0.019035669],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9986331,0.0007646426,0.00002243437,0.0001231995,0.0002228299,0.00023380273],"domain_scores_gemma":[0.9985411,0.0010938253,0.00012253552,0.0000649146,0.00005643446,0.000121252626],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017934777,0.00028792623,0.0002878867,0.0015049794,0.005328633,0.0072202263,0.00059339585,0.0012796262,0.006242732],"category_scores_gemma":[0.002740706,0.00013108054,0.0001646357,0.0018643804,0.01448446,0.012159701,0.009139709,0.0028861156,0.00031400507],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000022414364,0.000042828182,0.002551659,0.00015945155,0.000003972583,0.00044934152,0.42109632,0.00009608206,0.00052549934,0.49918753,0.0050062053,0.07085871],"study_design_scores_gemma":[0.000005501463,0.000035879482,0.0038173122,0.0005480413,0.0000044868757,0.0005188733,0.5338738,0.00016539858,0.0003655846,0.0984938,0.36216152,0.000009772164],"about_ca_topic_score_codex":0.0027610366,"about_ca_topic_score_gemma":0.004649071,"teacher_disagreement_score":0.0072202263,"about_ca_system_score_codex":0.004075598,"about_ca_system_score_gemma":0.0022301525,"threshold_uncertainty_score":0.029570699},"labels":[],"label_agreement":null},{"id":"W4213114044","doi":"10.4018/978-1-6684-4511-2.ch007","title":"Female Enrolment in High School Computer Science Courses","year":2022,"lang":"en","type":"book-chapter","venue":"IGI Global eBooks","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Western University","funders":"","keywords":"Doors; Curriculum; Government (linguistics); Mathematics education; Medical education; Engineering; Psychology; Pedagogy; Medicine; Mechanical engineering","score_opus":0.023672255089835732,"score_gpt":0.30276040366031104,"score_spread":0.2790881485704753,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4213114044","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.3511609,0.018839879,0.00094834197,0.03605247,0.0019417761,0.00011089984,0.0035986367,0.00024665796,0.58710045],"genre_scores_gemma":[0.55857676,0.01410447,0.00028710795,0.008613285,0.0005676528,0.00008419806,0.00094474456,0.000095769174,0.416726],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99946636,0.00006178709,0.000011670948,0.000067046356,0.00017931724,0.00021382727],"domain_scores_gemma":[0.99913484,0.0002008191,0.00012223245,0.000039667702,0.00009813648,0.00040439106],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00070023583,0.00020866234,0.00028808467,0.0009699044,0.0017219868,0.002828101,0.00043521446,0.0006871871,0.055785276],"category_scores_gemma":[0.0010358879,0.00015729672,0.00023847507,0.0011883429,0.0006669928,0.0015235143,0.0015194765,0.0010549197,0.009476644],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012564419,0.0002657707,0.12123571,0.00033481244,0.000015142904,0.0011094937,0.030115467,0.00012910366,0.0035552487,0.04882869,0.3165552,0.4777297],"study_design_scores_gemma":[0.000010586535,0.00014253955,0.10807728,0.000603878,0.000013444561,0.001545722,0.019231599,0.00012457148,0.00097086385,0.0025362473,0.86672235,0.000020965197],"about_ca_topic_score_codex":0.013482286,"about_ca_topic_score_gemma":0.046781678,"teacher_disagreement_score":0.055785276,"about_ca_system_score_codex":0.0012815857,"about_ca_system_score_gemma":0.0014489065,"threshold_uncertainty_score":0.1866203},"labels":[],"label_agreement":null},{"id":"W4225283804","doi":"10.19173/irrodl.v23i2.6082","title":"Are K–12 Teachers Ready for E-learning?","year":2022,"lang":"en","type":"article","venue":"The International Review of Research in Open and Distributed Learning","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Competence (human resources); Psychological intervention; Significant difference; Mathematics education; Technology integration; Scale (ratio); Medical education; Educational technology; Social psychology; Medicine","score_opus":0.20374084936175768,"score_gpt":0.5153761803594364,"score_spread":0.31163533099767876,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4225283804","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9816891,0.010184953,0.000257068,0.0030309316,0.00008187265,0.000031776566,0.00014790484,0.000014353437,0.0045619374],"genre_scores_gemma":[0.9939069,0.0044013755,0.00019695275,0.00029467136,0.000023535666,0.000029457879,0.000086754015,0.0000040218224,0.0010564198],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9992988,0.00016783676,0.00007401785,0.00009379336,0.00010805685,0.00025753616],"domain_scores_gemma":[0.9967539,0.0009365903,0.0010505146,0.00007148575,0.0005103254,0.00067724],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012065569,0.00013490218,0.0003544921,0.00050864986,0.00043381922,0.0014376102,0.000341284,0.00070032256,0.0039717057],"category_scores_gemma":[0.005232273,0.00017999712,0.0002571616,0.00057409826,0.0004141017,0.0012711866,0.000523738,0.00064915075,0.00092012866],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00027848195,0.00042058306,0.7379634,0.0012166476,0.00005709285,0.00046123273,0.011760947,0.00006260952,0.0008966831,0.0005965753,0.0028833288,0.24340257],"study_design_scores_gemma":[0.000015695263,0.00024660333,0.945794,0.0009024324,0.000038008315,0.0004690119,0.04153981,0.000055550525,0.00028650195,0.00043427502,0.010196228,0.000022094639],"about_ca_topic_score_codex":0.0043365248,"about_ca_topic_score_gemma":0.008448826,"teacher_disagreement_score":0.0043365248,"about_ca_system_score_codex":0.00043517112,"about_ca_system_score_gemma":0.0014971358,"threshold_uncertainty_score":0.01328665},"labels":[],"label_agreement":null},{"id":"W4225754821","doi":"10.1007/978-3-030-99885-1_40","title":"Assessing Media and Information Literacy: Teenagers’ Practices and Competence in Information Search and Multimedia Creation","year":2022,"lang":"en","type":"book-chapter","venue":"Communications in computer and information science","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Competence (human resources); Information literacy; Media literacy; Computer science; Multimedia; World Wide Web; Literacy; Psychology; Pedagogy; Social psychology","score_opus":0.07280668638688935,"score_gpt":0.3983541777892038,"score_spread":0.3255474914023144,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4225754821","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97475797,0.002669987,0.00055478374,0.0006238911,0.000032752836,0.000028192466,0.000065864646,0.000016661785,0.021249834],"genre_scores_gemma":[0.98754895,0.0033376976,0.0013909249,0.00013695087,0.000015152987,0.00006181985,0.00011404815,0.000012264127,0.0073821954],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995716,0.00014514386,0.00003743477,0.000045093417,0.00014070269,0.000059985126],"domain_scores_gemma":[0.99600035,0.0025470627,0.00065335206,0.000077220786,0.00039183424,0.00033009786],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017346579,0.00021607833,0.00019746649,0.0009956373,0.0004916565,0.0025809829,0.0002962425,0.00051047414,0.0031742456],"category_scores_gemma":[0.007532365,0.0003280459,0.00029944957,0.00078596175,0.0005654503,0.0022890018,0.0010363286,0.0010032027,0.0004671826],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000065435306,0.0006082312,0.64090663,0.00020540797,0.00005804604,0.00058368786,0.16506436,0.00009518537,0.0021575207,0.004167552,0.0026444143,0.18344353],"study_design_scores_gemma":[0.00001822999,0.0007432163,0.8189158,0.0008760131,0.00017619111,0.0023639365,0.13515967,0.0006700992,0.003690491,0.0030393838,0.034295976,0.00005104162],"about_ca_topic_score_codex":0.0030000985,"about_ca_topic_score_gemma":0.0068348837,"teacher_disagreement_score":0.0031742456,"about_ca_system_score_codex":0.0003491429,"about_ca_system_score_gemma":0.0009196387,"threshold_uncertainty_score":0.010618925},"labels":[],"label_agreement":null},{"id":"W4229715494","doi":"10.4018/9781599043371.ch008.ch000","title":"Technology Content, Process, and Standards","year":2011,"lang":"en","type":"book-chapter","venue":"IGI Global eBooks","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Graduation (instrument); Subject (documents); Learning standards; Curriculum; Content (measure theory); Set (abstract data type); Mathematics education; Process (computing); Power (physics); Pedagogy; Psychology; Medical education; Computer science; Engineering; Mathematics; Medicine; Library science","score_opus":0.03983923560184428,"score_gpt":0.3123885749856645,"score_spread":0.27254933938382025,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4229715494","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0043771393,0.008426413,0.016759291,0.008629178,0.00059320306,0.00015091282,0.00018672674,0.00024164931,0.9606355],"genre_scores_gemma":[0.2675922,0.028153598,0.028981559,0.004112716,0.0011987876,0.0007226668,0.0009601946,0.00082489115,0.66745347],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9965628,0.0011065349,0.00021871239,0.00038581016,0.0015345708,0.00019167193],"domain_scores_gemma":[0.9970439,0.0015259308,0.00016614138,0.0004701621,0.0006029337,0.0001908954],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030496554,0.00050757005,0.00038085217,0.002627863,0.0018604341,0.015609667,0.0010226162,0.002237474,0.01785292],"category_scores_gemma":[0.007287504,0.00033026133,0.0003046278,0.0041628075,0.010239199,0.012242746,0.0027220866,0.0029091502,0.00758867],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00000781767,0.00002496059,0.00030590274,0.00017028504,0.0000028147074,0.000049857066,0.0054106694,0.00025719163,0.00023801881,0.9025471,0.016971776,0.07401363],"study_design_scores_gemma":[0.000004882886,0.000018071307,0.0007513232,0.00056388637,0.0000040183645,0.00009787768,0.0024340386,0.00021119512,0.0004213354,0.2774914,0.7179916,0.000010388252],"about_ca_topic_score_codex":0.004497338,"about_ca_topic_score_gemma":0.0026360394,"teacher_disagreement_score":0.01785292,"about_ca_system_score_codex":0.006038268,"about_ca_system_score_gemma":0.0069980803,"threshold_uncertainty_score":0.059724033},"labels":[],"label_agreement":null},{"id":"W4229932787","doi":"10.18844/cjes.v1i1.74","title":"Editors Message and Referees Index","year":2015,"lang":"en","type":"article","venue":"Cypriot Journal of Educational Sciences","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"PsycINFO; The Internet; Honour; Index (typography); Citation; Publication; Library science; Science Citation Index; Medical education; MEDLINE; Computer science; Medicine; World Wide Web; Political science","score_opus":0.06421731888465956,"score_gpt":0.3879524312904046,"score_spread":0.32373511240574504,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4229932787","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00018077089,0.005444059,0.0011923008,0.1456018,0.8047898,0.0005921461,0.0016259919,0.0012270705,0.03934608],"genre_scores_gemma":[0.0040372973,0.009259414,0.0034644657,0.15284894,0.47567502,0.0019641083,0.0029769617,0.0016113536,0.34816238],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9823153,0.0035295084,0.0021851512,0.0019800104,0.008935918,0.0010542176],"domain_scores_gemma":[0.83234626,0.019617954,0.0059967334,0.006099432,0.12688844,0.009051094],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.014090966,0.002244624,0.0021949124,0.009926891,0.0052236035,0.014596665,0.00521793,0.008533871,0.2955912],"category_scores_gemma":[0.14113726,0.0009784857,0.002229813,0.0055343513,0.001664715,0.007656453,0.0054413807,0.008604485,0.2414272],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000007070048,0.0000052403525,0.000025730676,0.00009126067,0.0000016233637,0.000020459169,0.000025144409,0.000006958207,0.000028525083,0.00023900141,0.99172103,0.00782785],"study_design_scores_gemma":[0.0000062712666,0.000008968691,0.00011057131,0.0002342398,0.0000045479687,0.000069400616,0.00009092737,0.000032195643,0.00005024337,0.00036466029,0.9990145,0.000013432973],"about_ca_topic_score_codex":0.00351144,"about_ca_topic_score_gemma":0.0042659407,"teacher_disagreement_score":0.2955912,"about_ca_system_score_codex":0.006113659,"about_ca_system_score_gemma":0.00896966,"threshold_uncertainty_score":0.9888511},"labels":[],"label_agreement":null},{"id":"W4233940146","doi":"10.1002/lob.200211117b","title":"GETTING TO KNOW YOUR L&amp;O ASSOCIATE EDITORS","year":2002,"lang":"en","type":"article","venue":"Limnology and Oceanography Bulletin","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Canmore Museum and Geoscience Centre","funders":"","keywords":"Limnology; Associate editor; Citation; Library science; History; Oceanography; Computer science; Geology","score_opus":0.023320041959258155,"score_gpt":0.28137506093547554,"score_spread":0.2580550189762174,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4233940146","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00049035816,0.01212501,0.0010357717,0.12484044,0.77018034,0.00013554854,0.00023853165,0.00040250854,0.09055157],"genre_scores_gemma":[0.0027511327,0.009752691,0.000776916,0.027621703,0.30471313,0.000096795084,0.00016262617,0.00023756595,0.65388745],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.996846,0.00029898118,0.00021883276,0.00035695493,0.0019736316,0.00030555014],"domain_scores_gemma":[0.9737734,0.001818718,0.0011567621,0.00076065917,0.015913544,0.0065768887],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004413546,0.001399451,0.00096987066,0.0033052422,0.0037780472,0.009760947,0.0013830925,0.003953651,0.13275425],"category_scores_gemma":[0.019771194,0.00045960347,0.00058732374,0.0019688527,0.00095635676,0.004119772,0.00232552,0.00471315,0.12962008],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000008983384,0.000014275799,0.0000815086,0.000050713617,9.623459e-7,0.000039416107,0.000019366138,0.000010534108,0.000051129406,0.0002447058,0.9737606,0.02571774],"study_design_scores_gemma":[0.000004946824,0.000013205276,0.00026661772,0.000055406166,0.0000027135147,0.000041500265,0.00008783169,0.00003596865,0.000054906195,0.00032484636,0.99910563,0.0000064106107],"about_ca_topic_score_codex":0.0023467934,"about_ca_topic_score_gemma":0.0097548375,"teacher_disagreement_score":0.13275425,"about_ca_system_score_codex":0.0013336685,"about_ca_system_score_gemma":0.003936458,"threshold_uncertainty_score":0.44410723},"labels":[],"label_agreement":null},{"id":"W4234699654","doi":"10.4018/9781591408154.ch094","title":"Gender Identity, the Culture of Organizations, and Women's IT Careers","year":2011,"lang":"en","type":"book-chapter","venue":"IGI Global eBooks","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Saint Mary's University; Acadia University","funders":"","keywords":"Psyche; Identity (music); Public relations; Information technology; Organizational culture; Sociology; Political science; Gender studies; Psychology; Law; Aesthetics; Psychoanalysis","score_opus":0.026214457487909126,"score_gpt":0.2837315038969332,"score_spread":0.25751704640902406,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4234699654","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8694587,0.012875543,0.0005747995,0.011324299,0.00032205807,0.000016278243,0.00007260497,0.000008177131,0.10534756],"genre_scores_gemma":[0.99292046,0.003407901,0.000088718014,0.00057441107,0.000059525435,0.000007841483,0.000012655966,0.00000496867,0.0029236479],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9983057,0.0008887318,0.00004680472,0.00010901641,0.00025712175,0.00039259176],"domain_scores_gemma":[0.99747247,0.0008864078,0.00063492445,0.000051786785,0.00018487587,0.0007694967],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026533776,0.00020076685,0.00026374377,0.0012889071,0.0053591337,0.0067916303,0.0003923796,0.00055458536,0.004075025],"category_scores_gemma":[0.0033333835,0.000099573044,0.00012966458,0.0014441129,0.006307765,0.002479177,0.002198757,0.00083871477,0.00035140157],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016716556,0.00023660716,0.15285102,0.00020286014,0.000027105498,0.00075242086,0.5946869,0.00011208312,0.0006534416,0.15561815,0.0072245426,0.08746771],"study_design_scores_gemma":[0.000011077194,0.00011963177,0.11637675,0.0006711333,0.000015879097,0.00077836966,0.7794856,0.00011232996,0.00028593442,0.021541422,0.08056835,0.0000335031],"about_ca_topic_score_codex":0.0068430617,"about_ca_topic_score_gemma":0.008045337,"teacher_disagreement_score":0.0068430617,"about_ca_system_score_codex":0.0016176122,"about_ca_system_score_gemma":0.0015405136,"threshold_uncertainty_score":0.014032543},"labels":[],"label_agreement":null},{"id":"W4242045176","doi":"10.4018/9781616929060.ch022","title":"Women, Information and Communication Technologies, and Lifelong Learning","year":2011,"lang":"en","type":"book-chapter","venue":"IGI Global eBooks","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"St. Francis Xavier University","funders":"","keywords":"Lifelong learning; Information and Communications Technology; Knowledge management; Psychology; Computer science; Pedagogy; World Wide Web","score_opus":0.024949512559904664,"score_gpt":0.2622408840176698,"score_spread":0.23729137145776516,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4242045176","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.005758657,0.29495278,0.0008367011,0.013909299,0.0013032245,0.00003552454,0.00007528955,0.000059661495,0.6830689],"genre_scores_gemma":[0.11019611,0.30712327,0.0014892902,0.007115801,0.0016817595,0.000181263,0.00016246822,0.00009228074,0.5719578],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99964106,0.00014857591,0.000010441909,0.000042487565,0.00010118073,0.00005621768],"domain_scores_gemma":[0.99966013,0.00021750575,0.000027318549,0.00001627874,0.000022146733,0.00005661523],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00040440302,0.00056376774,0.0003601141,0.0009848623,0.0021298858,0.0071889632,0.00048526522,0.0015582779,0.023206847],"category_scores_gemma":[0.0006372301,0.00013425745,0.0001613423,0.0026489785,0.0036857913,0.0039645988,0.0018683564,0.0017475879,0.004545626],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000024662311,0.00011222056,0.0007174144,0.0010057521,0.000008732975,0.00022556241,0.023386646,0.0001597364,0.00027183795,0.48555407,0.13622674,0.35230663],"study_design_scores_gemma":[0.0000023977957,0.00001718425,0.00069171574,0.00083427934,0.0000027465157,0.00013928291,0.0042848415,0.00003208038,0.000051627656,0.034788445,0.95915014,0.00000512262],"about_ca_topic_score_codex":0.0023516002,"about_ca_topic_score_gemma":0.004725215,"teacher_disagreement_score":0.023206847,"about_ca_system_score_codex":0.0022735277,"about_ca_system_score_gemma":0.00186839,"threshold_uncertainty_score":0.07763469},"labels":[],"label_agreement":null},{"id":"W4242964641","doi":"10.1111/j.1083-6101.2012.01555.x","title":"Issue Information","year":2012,"lang":"en","type":"paratext","venue":"Journal of Computer-Mediated Communication","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Computer science","score_opus":0.02075603791714968,"score_gpt":0.32021595407758396,"score_spread":0.29945991616043427,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4242964641","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0003542596,0.0014864567,0.000938136,0.0068159983,0.0381607,0.0008157059,0.02796118,0.00229085,0.9211767],"genre_scores_gemma":[0.0014087168,0.001274534,0.000832108,0.0025142687,0.0066835214,0.00026358897,0.013194924,0.0009009529,0.9729273],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9986842,0.00014523383,0.0001415361,0.00022861501,0.00065616996,0.00014411061],"domain_scores_gemma":[0.99357706,0.0009337744,0.0003087832,0.00066288316,0.0026898077,0.0018276916],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0014170227,0.0013336806,0.001544713,0.0044876966,0.0018670193,0.008783413,0.0023535464,0.0026005793,0.90876156],"category_scores_gemma":[0.010094193,0.0005635835,0.0009717677,0.004439041,0.00049891,0.0054061357,0.0026196428,0.002034362,0.8110602],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000015543337,0.00001963485,0.000044899214,0.00018134876,0.0000014733948,0.000017273464,0.000014142871,0.0000137089055,0.000066661065,0.0010940339,0.9707106,0.027820699],"study_design_scores_gemma":[0.000009246545,0.000011500556,0.00017844452,0.00008235275,0.0000013717078,0.00002843032,0.000029243052,0.000021407695,0.000043914515,0.00070321216,0.99888724,0.0000035469084],"about_ca_topic_score_codex":0.0008250515,"about_ca_topic_score_gemma":0.0014959166,"teacher_disagreement_score":0.09123844,"about_ca_system_score_codex":0.0009619114,"about_ca_system_score_gemma":0.0020756559,"threshold_uncertainty_score":0.13014054},"labels":[],"label_agreement":null},{"id":"W4243452714","doi":"10.1007/978-94-6091-915-2_1","title":"Section One","year":2012,"lang":"en","type":"book-chapter","venue":"SensePublishers eBooks","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Section (typography); Knowledge economy; Lifelong learning; Work (physics); Public relations; Knowledge management; Political science; Business; Engineering; Computer science; Mechanical engineering; Law; Advertising","score_opus":0.05218001922797021,"score_gpt":0.277174372202656,"score_spread":0.22499435297468579,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4243452714","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0003994273,0.0033969232,0.0016060228,0.0034713142,0.0035990414,0.00009765729,0.0007037611,0.00026623558,0.9864596],"genre_scores_gemma":[0.0025042072,0.0021567408,0.00065866427,0.002198834,0.0007185972,0.000068434034,0.0007786653,0.00015661493,0.99075925],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9992693,0.00011819877,0.000036413254,0.00017637921,0.00029626628,0.00010339284],"domain_scores_gemma":[0.99919814,0.00012017759,0.000039156515,0.000108236854,0.0003576723,0.00017660935],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.000791199,0.0007714634,0.000469695,0.0018539742,0.0024043038,0.004911244,0.0014481401,0.0027695154,0.55085355],"category_scores_gemma":[0.0023759266,0.00032787645,0.000529182,0.0015147396,0.0009228108,0.0048130453,0.0033178253,0.002013772,0.34623155],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002233493,0.000040158007,0.00024174694,0.000250618,0.0000031138468,0.00013739114,0.00048842607,0.00008354503,0.00039374048,0.13344616,0.7780893,0.08680349],"study_design_scores_gemma":[7.1643547e-7,0.0000042029137,0.00008596062,0.000060877188,6.5813254e-7,0.00006329646,0.00006860106,0.00000740018,0.000039488274,0.0028743157,0.99679285,0.0000016603412],"about_ca_topic_score_codex":0.002693891,"about_ca_topic_score_gemma":0.004611973,"teacher_disagreement_score":0.44914645,"about_ca_system_score_codex":0.002438248,"about_ca_system_score_gemma":0.0025040337,"threshold_uncertainty_score":0.6406529},"labels":[],"label_agreement":null},{"id":"W4244833179","doi":"10.1002/lob.200716485a","title":"GETTING TO KNOW YOUR L&amp;O ASSOCIATE EDITORS","year":2007,"lang":"en","type":"article","venue":"Limnology and Oceanography Bulletin","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Canmore Museum and Geoscience Centre","funders":"","keywords":"Limnology; Associate editor; Citation; Library science; Computer science; Oceanography; Geology","score_opus":0.015922531222528614,"score_gpt":0.30532265559499266,"score_spread":0.28940012437246404,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4244833179","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0008723947,0.010499752,0.00070022384,0.14660604,0.74846566,0.00015021602,0.00014125113,0.00025962066,0.09230486],"genre_scores_gemma":[0.0045859898,0.0128043275,0.00047887996,0.034008205,0.3922005,0.000109975925,0.000133343,0.0002251947,0.55545366],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9969536,0.00033466975,0.00024359192,0.00039784235,0.0017028899,0.00036726915],"domain_scores_gemma":[0.97461873,0.001969857,0.0010740673,0.00075746886,0.0117922835,0.009787495],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0042306473,0.0012331705,0.00094261597,0.0031168703,0.0038052425,0.009860856,0.0017056372,0.0061281985,0.13817488],"category_scores_gemma":[0.017280456,0.0006120641,0.0005844357,0.0016378048,0.001188468,0.0053204964,0.003612615,0.0049255313,0.086556375],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000014044167,0.000022913151,0.00013908315,0.00007439361,0.0000012423347,0.000060817798,0.000029538644,0.00001268936,0.000082372375,0.0002747438,0.96994555,0.029342579],"study_design_scores_gemma":[0.000008844982,0.000024604404,0.0004606257,0.00008277397,0.00000412182,0.00007075308,0.00015587076,0.00003780334,0.00007225109,0.00037798384,0.99869627,0.000008187765],"about_ca_topic_score_codex":0.0017704346,"about_ca_topic_score_gemma":0.005992318,"teacher_disagreement_score":0.13817488,"about_ca_system_score_codex":0.0014500197,"about_ca_system_score_gemma":0.0044261166,"threshold_uncertainty_score":0.462241},"labels":[],"label_agreement":null},{"id":"W4248370408","doi":"10.1007/978-1-4614-6170-8_100862","title":"Computer Literacy","year":2014,"lang":"en","type":"book-chapter","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Computer science","score_opus":0.023572478430068152,"score_gpt":0.31162992572861076,"score_spread":0.2880574472985426,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4248370408","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00075177127,0.0035800226,0.0010767763,0.0014403295,0.00031141913,0.000013855186,0.000044741086,0.000055141274,0.99272585],"genre_scores_gemma":[0.008839292,0.004002242,0.0005662625,0.00057192805,0.00017065575,0.000023430537,0.00007842565,0.000041150277,0.9857066],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9998068,0.000041510662,0.000007502641,0.000033769564,0.00007903986,0.000031384407],"domain_scores_gemma":[0.9998178,0.000064794665,0.000008970767,0.000022811344,0.000050802653,0.000034969005],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0001797323,0.00046974135,0.00025424678,0.0011444057,0.0010568645,0.0028646186,0.00037585723,0.0008832205,0.116970375],"category_scores_gemma":[0.0008828179,0.00015130428,0.00015692174,0.0009418736,0.0009966173,0.0027784691,0.0016564258,0.0014213814,0.035804566],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000011750943,0.000049164446,0.0002814219,0.00017092118,0.0000026321743,0.00007133417,0.0016567585,0.000104193154,0.0004431929,0.2740377,0.3177499,0.40542096],"study_design_scores_gemma":[0.0000012256621,0.000006612283,0.0002772769,0.00018702097,0.0000011704454,0.0001000343,0.00024418664,0.000053384505,0.00018696908,0.018721884,0.9802177,0.000002467481],"about_ca_topic_score_codex":0.001953801,"about_ca_topic_score_gemma":0.0050067604,"teacher_disagreement_score":0.116970375,"about_ca_system_score_codex":0.0010495266,"about_ca_system_score_gemma":0.0014696395,"threshold_uncertainty_score":0.3913049},"labels":[],"label_agreement":null},{"id":"W4248709687","doi":"10.1007/978-1-4939-7131-2_100189","title":"Computer Literacy","year":2018,"lang":"en","type":"book-chapter","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Computer science; Sociology","score_opus":0.03050266579763055,"score_gpt":0.3283949954894802,"score_spread":0.29789232969184964,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4248709687","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00075969845,0.0041303514,0.0009707826,0.0016917919,0.00042491077,0.000014765333,0.000058505724,0.000064580214,0.9918846],"genre_scores_gemma":[0.008859692,0.0044152653,0.00050253636,0.00062700064,0.00023795174,0.000026950906,0.00010823453,0.000047439,0.98517483],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9997905,0.00004303835,0.000008016937,0.00003730361,0.00008561745,0.000035614165],"domain_scores_gemma":[0.9997873,0.000073225834,0.0000100679235,0.000027212807,0.000058480357,0.000043743992],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00019735373,0.0005180943,0.0002741866,0.0012028797,0.0011303454,0.0032916933,0.00039975994,0.00095378567,0.13296142],"category_scores_gemma":[0.0010034608,0.00015809666,0.0001695224,0.0010070235,0.0009925592,0.0029576623,0.0018541561,0.0014830705,0.045641515],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000013941025,0.00005247708,0.00028083374,0.00021114788,0.0000027631636,0.00007091459,0.0016960589,0.000092943854,0.00045284838,0.23798542,0.36543316,0.3937075],"study_design_scores_gemma":[0.000001273645,0.0000070282076,0.0002757672,0.0001883597,0.0000011653166,0.00009046037,0.0002222993,0.00004272858,0.00016478875,0.016330985,0.9826728,0.0000022773181],"about_ca_topic_score_codex":0.0015372422,"about_ca_topic_score_gemma":0.0037566286,"teacher_disagreement_score":0.13296142,"about_ca_system_score_codex":0.0010233519,"about_ca_system_score_gemma":0.0014282961,"threshold_uncertainty_score":0.44480026},"labels":[],"label_agreement":null},{"id":"W4252413599","doi":"10.1111/j.1083-6101.2011.01553.x","title":"Issue Information","year":2011,"lang":"en","type":"paratext","venue":"Journal of Computer-Mediated Communication","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Computer science","score_opus":0.025100957387705326,"score_gpt":0.3105398749673012,"score_spread":0.28543891757959583,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4252413599","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00039294065,0.0022428397,0.0010617089,0.008612162,0.055634618,0.0008995835,0.027669614,0.0023039498,0.90118253],"genre_scores_gemma":[0.0016610136,0.0020841348,0.001060855,0.00399716,0.01111476,0.00030469053,0.014653397,0.0010012867,0.9641227],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99851304,0.00015775439,0.00016350756,0.00026363344,0.00073367887,0.00016826001],"domain_scores_gemma":[0.9927685,0.0010083483,0.00039123363,0.00073643524,0.0029787282,0.0021167416],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0016603504,0.0013259567,0.0015766819,0.004780208,0.0019566296,0.009717966,0.0024826238,0.002784973,0.87299347],"category_scores_gemma":[0.010285422,0.0005907439,0.0010912317,0.004660449,0.0005184337,0.0052308957,0.0028299598,0.0022704147,0.7751242],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000017445733,0.000022622362,0.000059264232,0.00021044565,0.0000019009984,0.000021560814,0.000016158872,0.00001388446,0.00008637916,0.0012565912,0.96497935,0.0333145],"study_design_scores_gemma":[0.000008402325,0.0000118773705,0.00019029566,0.00008615656,0.000001433788,0.000030732084,0.000028372535,0.000017285562,0.000043022053,0.00070151384,0.99887735,0.000003547614],"about_ca_topic_score_codex":0.0008128661,"about_ca_topic_score_gemma":0.0014410807,"teacher_disagreement_score":0.12700653,"about_ca_system_score_codex":0.0009878993,"about_ca_system_score_gemma":0.0023696101,"threshold_uncertainty_score":0.18115932},"labels":[],"label_agreement":null},{"id":"W4255356423","doi":"10.1080/09718524.2002.11910040","title":"Computers and Career Choices: Gender Differences in Grades 7 and 10 Students","year":2002,"lang":"en","type":"article","venue":"Gender Technology and Development","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Mathematics education; Psychology","score_opus":0.08608931134152525,"score_gpt":0.2994397394078789,"score_spread":0.21335042806635363,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4255356423","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9986614,0.00013816291,0.000012095764,0.00009169353,0.000008772329,0.0000036106162,0.00007142972,0.0000012461592,0.0010114686],"genre_scores_gemma":[0.9980902,0.00010464343,0.000015855065,0.000047747195,0.0000048891584,0.000005212419,0.000086077416,0.0000025470451,0.0016428016],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994671,0.00009745952,0.000037746995,0.00005955007,0.00010725639,0.00023095663],"domain_scores_gemma":[0.9973756,0.0006331891,0.0007819326,0.00006887185,0.00028107717,0.00085931795],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011059343,0.00029228514,0.0004669936,0.0012145784,0.0011016257,0.0022242873,0.00040705496,0.0009104368,0.007373964],"category_scores_gemma":[0.0033882824,0.0003240689,0.0004484812,0.0007049896,0.00065959577,0.0007334457,0.00081250095,0.00092762266,0.0014832888],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004255041,0.0006164401,0.97579384,0.000017632365,0.000028931463,0.0002365531,0.012497474,0.00003240686,0.0010600673,0.00035626392,0.0004290856,0.0085057095],"study_design_scores_gemma":[0.000010152261,0.00041968998,0.9833124,0.00002518092,0.00001694832,0.00021572846,0.014067188,0.00013315625,0.00029012666,0.00018046839,0.0013174565,0.000011514051],"about_ca_topic_score_codex":0.010374304,"about_ca_topic_score_gemma":0.017763376,"teacher_disagreement_score":0.010374304,"about_ca_system_score_codex":0.00043996412,"about_ca_system_score_gemma":0.00041083287,"threshold_uncertainty_score":0.024668336},"labels":[],"label_agreement":null},{"id":"W4256124106","doi":"10.1002/lob.200211359a","title":"GETTING TO KNOW YOUR L&amp;O ASSOCIATE EDITORS","year":2002,"lang":"en","type":"article","venue":"Limnology and Oceanography Bulletin","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Canmore Museum and Geoscience Centre","funders":"","keywords":"Limnology; Associate editor; Citation; Library science; History; Oceanography; Computer science; Geology","score_opus":0.023320041959258155,"score_gpt":0.28137506093547554,"score_spread":0.2580550189762174,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4256124106","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0009029262,0.011838581,0.0007315637,0.14844199,0.7394966,0.0001515039,0.0001399235,0.0002735974,0.098023295],"genre_scores_gemma":[0.0043379916,0.013498678,0.00046840077,0.033092026,0.36792058,0.00010833401,0.00013312863,0.00021437803,0.58022654],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9971404,0.00031884148,0.00022639109,0.00036703123,0.001597699,0.00034956427],"domain_scores_gemma":[0.97657055,0.0017529008,0.0010187312,0.0006936121,0.010706979,0.009257325],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0041685635,0.001237496,0.00096733705,0.0031582324,0.0038309402,0.009896938,0.0016811771,0.00602828,0.13687205],"category_scores_gemma":[0.016114755,0.00061283313,0.00056389516,0.0016810467,0.0011511204,0.0053009847,0.0035190047,0.004736223,0.087495334],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000014136566,0.000023265686,0.0001320892,0.0000742055,0.0000012176113,0.00005663931,0.000030495956,0.000012638554,0.000080725724,0.00027316948,0.96908027,0.03022117],"study_design_scores_gemma":[0.0000088706365,0.000023877034,0.00044671603,0.00007880732,0.0000040735504,0.00006476859,0.00014767499,0.00003553131,0.00006612192,0.0003682804,0.9987476,0.000007737594],"about_ca_topic_score_codex":0.0017329728,"about_ca_topic_score_gemma":0.006054339,"teacher_disagreement_score":0.13687205,"about_ca_system_score_codex":0.0014261227,"about_ca_system_score_gemma":0.004073541,"threshold_uncertainty_score":0.45788264},"labels":[],"label_agreement":null},{"id":"W4256656400","doi":"10.1111/j.1083-6101.2011.01554.x","title":"Issue Information","year":2012,"lang":"en","type":"paratext","venue":"Journal of Computer-Mediated Communication","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Computer science","score_opus":0.02075603791714968,"score_gpt":0.32021595407758396,"score_spread":0.29945991616043427,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4256656400","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00035425945,0.0014864599,0.0009381352,0.0068159928,0.03816067,0.00081570604,0.027961241,0.0022908514,0.9211768],"genre_scores_gemma":[0.00140872,0.0012745388,0.00083211047,0.0025142746,0.0066835275,0.00026358943,0.0131949615,0.00090095506,0.9729273],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9986842,0.00014523383,0.00014153597,0.00022861501,0.0006561693,0.00014411061],"domain_scores_gemma":[0.99357706,0.00093377393,0.0003087835,0.0006628835,0.0026898014,0.001827689],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0014170221,0.0013336818,0.0015447151,0.004487699,0.0018670176,0.008783413,0.0023535464,0.002600578,0.90876156],"category_scores_gemma":[0.010094193,0.00056358404,0.00097176956,0.004439045,0.00049891026,0.0054061334,0.0026196411,0.002034362,0.8110602],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00001554338,0.00001963489,0.000044899254,0.0001813491,0.0000014733977,0.000017273464,0.000014142885,0.000013708957,0.000066661254,0.001094036,0.9707106,0.02782073],"study_design_scores_gemma":[0.000009246563,0.000011500578,0.00017844452,0.00008235275,0.0000013717116,0.000028430346,0.000029243052,0.000021407715,0.00004391456,0.00070321315,0.99888724,0.0000035469116],"about_ca_topic_score_codex":0.0008250523,"about_ca_topic_score_gemma":0.0014959174,"teacher_disagreement_score":0.09123844,"about_ca_system_score_codex":0.0009619124,"about_ca_system_score_gemma":0.0020756559,"threshold_uncertainty_score":0.13014054},"labels":[],"label_agreement":null},{"id":"W4281625579","doi":"10.4018/978-1-6684-4083-4.ch005","title":"Instructional Design Perspectives for Information and Communication Technologies Curriculum","year":2022,"lang":"en","type":"book-chapter","venue":"Advances in higher education and professional development book series","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Curriculum; Information and Communications Technology; China; Order (exchange); Information technology; Engineering ethics; Political science; Coding (social sciences); Emerging technologies; Technology education; Public relations; Pedagogy; Engineering; Sociology; Computer science; Social science; Business","score_opus":0.024358730113571245,"score_gpt":0.3229630378022227,"score_spread":0.2986043076886514,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4281625579","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.015442347,0.029478427,0.15227224,0.06268492,0.003618187,0.00063793454,0.00019039604,0.00036215445,0.7353133],"genre_scores_gemma":[0.41600457,0.03296046,0.26181468,0.016727453,0.00163426,0.0037450707,0.0004948637,0.00038488733,0.26623368],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9971048,0.0022478213,0.00006273912,0.00010343538,0.00036814058,0.00011307687],"domain_scores_gemma":[0.9960037,0.0030378783,0.00011071281,0.00009409489,0.000381281,0.00037238648],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0036385339,0.0007270922,0.00037347825,0.0016903026,0.0014522044,0.006943322,0.0013167848,0.0020071398,0.013968361],"category_scores_gemma":[0.0041044503,0.00024686282,0.00034490137,0.0011986438,0.0034774092,0.0023480756,0.0015533165,0.0031076253,0.0016342408],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000015225152,0.00014135422,0.00024941095,0.00048572844,0.000005200049,0.0001368472,0.007594003,0.00062927086,0.0005369601,0.896455,0.023056773,0.07069421],"study_design_scores_gemma":[0.000029094928,0.00013956752,0.0006108868,0.0016222618,0.000013965772,0.00028207345,0.014868497,0.0014969063,0.0006025006,0.22833091,0.75199264,0.0000106656535],"about_ca_topic_score_codex":0.0016261364,"about_ca_topic_score_gemma":0.0027450232,"teacher_disagreement_score":0.013968361,"about_ca_system_score_codex":0.0054859878,"about_ca_system_score_gemma":0.0042440873,"threshold_uncertainty_score":0.04672879},"labels":[],"label_agreement":null},{"id":"W4292092579","doi":"10.1145/3550487","title":"Using Discrimination Response Ideation to Uncover Student Attitudes about Diversity and Inclusion in Computer Science","year":2022,"lang":"en","type":"article","venue":"ACM Transactions on Computing Education","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Manitoba","funders":"","keywords":"Racism; Diversity (politics); Inclusion (mineral); Ambiguity; Psychology; Ethnic group; Social psychology; Field (mathematics); Mathematics education; Sociology; Computer science","score_opus":0.05312511344388128,"score_gpt":0.39605254270980295,"score_spread":0.3429274292659217,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4292092579","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9983765,0.0000109363145,0.0005381218,0.00007191179,0.0000063316866,0.000060711398,0.00002473194,0.0000075311063,0.00090323435],"genre_scores_gemma":[0.9973545,0.000036021465,0.0016379141,0.000085098676,0.000007835266,0.00022261761,0.00008546247,0.0000049611185,0.0005655788],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.995159,0.0028629608,0.0003531268,0.00026408504,0.00094744196,0.00041344948],"domain_scores_gemma":[0.9698378,0.018375965,0.006554419,0.0015010893,0.002139555,0.001591289],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007661153,0.0005189231,0.00045918068,0.0028158461,0.0009927267,0.0026893779,0.00063869543,0.0011759049,0.0029661548],"category_scores_gemma":[0.03762493,0.0003405967,0.0005675493,0.0011306524,0.0013087584,0.0021954922,0.0024559854,0.0026122176,0.0008001591],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005087177,0.0036926533,0.8236836,0.000209981,0.00010238809,0.0002899244,0.10822133,0.0003731575,0.005836598,0.0010670103,0.0008375363,0.055177096],"study_design_scores_gemma":[0.00007612419,0.004860323,0.78847295,0.00016467823,0.00005593824,0.0006411892,0.18759967,0.004160013,0.005681687,0.0027928646,0.00533292,0.00016163698],"about_ca_topic_score_codex":0.00047000204,"about_ca_topic_score_gemma":0.0006503267,"teacher_disagreement_score":0.007661153,"about_ca_system_score_codex":0.0006160693,"about_ca_system_score_gemma":0.00070738676,"threshold_uncertainty_score":0.040516496},"labels":[],"label_agreement":null},{"id":"W4292501484","doi":"10.1007/978-3-031-09819-2_7","title":"Shifting School Culture Through Shared Leadership and Support","year":2022,"lang":"en","type":"book-chapter","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Ontario Tech University","funders":"","keywords":"Context (archaeology); Principal (computer security); Pedagogy; Organizational culture; Sociology; Mathematics education; Knowledge management; Psychology; Public relations; Political science; Computer science","score_opus":0.11543334399467754,"score_gpt":0.3307365248353731,"score_spread":0.21530318084069555,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4292501484","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.047841795,0.001067779,0.0069401735,0.005330813,0.00033384995,0.000027087337,0.000018529972,0.00005389391,0.93838614],"genre_scores_gemma":[0.781526,0.0007821511,0.0032665115,0.00060997816,0.000063028056,0.000060682843,0.000021731019,0.000050475366,0.21361935],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9993793,0.0003054701,0.0000107342275,0.000055829707,0.00014462725,0.00010399354],"domain_scores_gemma":[0.9996754,0.0001225454,0.000031855758,0.00004558542,0.000039281655,0.00008539641],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006925823,0.00022901094,0.00013731535,0.00036865025,0.0023366038,0.0051399497,0.0006277161,0.0006457573,0.0074836793],"category_scores_gemma":[0.0009624399,0.00012486894,0.00016842874,0.00046934435,0.005126282,0.0028327573,0.0026171806,0.0018258187,0.0009700536],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000092209075,0.000080894155,0.0010197898,0.00003955591,0.000006034056,0.00011099931,0.041196927,0.00038422833,0.0004854219,0.8516241,0.01600358,0.08903933],"study_design_scores_gemma":[0.0000135965665,0.00007404683,0.006972767,0.00024635505,0.000013238859,0.00022577593,0.06991901,0.0008417764,0.0010586476,0.43074155,0.48987272,0.00002046296],"about_ca_topic_score_codex":0.0020219195,"about_ca_topic_score_gemma":0.00802092,"teacher_disagreement_score":0.0074836793,"about_ca_system_score_codex":0.001804614,"about_ca_system_score_gemma":0.001896013,"threshold_uncertainty_score":0.02503544},"labels":[],"label_agreement":null},{"id":"W4298867085","doi":"10.7202/1088317ar","title":"Validation de l’échelle du sentiment d’efficacité des enseignants à l’égard de l’intégration des technologies de l’information et des communications en classe (SETIC)","year":2002,"lang":"fr","type":"article","venue":"Mesure et évaluation en éducation","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Université du Québec à Montréal; Université de Sherbrooke; Université du Québec à Trois-Rivières","funders":"","keywords":"Humanities; Political science; Philosophy; Physics","score_opus":0.11978867144680334,"score_gpt":0.3610755409880173,"score_spread":0.24128686954121398,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4298867085","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98261696,0.00009361095,0.004512687,0.00026462326,0.000045363584,0.00028931766,0.00044151116,0.000027840595,0.01170814],"genre_scores_gemma":[0.9908925,0.00008319407,0.003764276,0.00009506045,0.000025129082,0.0006294216,0.00047009983,0.000018850074,0.0040213605],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9925668,0.002502606,0.00060887926,0.00057925534,0.0032619862,0.00048055348],"domain_scores_gemma":[0.9464818,0.025173957,0.006293537,0.0041870414,0.016621333,0.0012422428],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01804183,0.0005384966,0.00052052765,0.002209448,0.0010376871,0.0016419893,0.0006347694,0.0006564364,0.005010429],"category_scores_gemma":[0.045998752,0.00023154332,0.000682972,0.0013936455,0.0017779557,0.00094815233,0.0013264422,0.00098634,0.00072740583],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006181335,0.0004427749,0.8489289,0.00042936404,0.00024606325,0.0001076792,0.03341809,0.0006833386,0.007394581,0.002442065,0.0018989424,0.10339005],"study_design_scores_gemma":[0.000019513973,0.00037269935,0.9829942,0.000068129884,0.00007046183,0.00004086209,0.007156346,0.0010109294,0.0031220885,0.0005323638,0.004586747,0.000025694142],"about_ca_topic_score_codex":0.012067449,"about_ca_topic_score_gemma":0.01119016,"teacher_disagreement_score":0.01804183,"about_ca_system_score_codex":0.002314777,"about_ca_system_score_gemma":0.0018836044,"threshold_uncertainty_score":0.09541547},"labels":[],"label_agreement":null},{"id":"W4310881428","doi":"10.1109/mts.2022.3219164","title":"A Feminist Ethics of Care Within Counterspaces: Supporting Inclusion in Postsecondary ICT Education","year":2022,"lang":"en","type":"article","venue":"IEEE Technology and Society Magazine","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Ontario Tech University","funders":"","keywords":"Identity (music); Diversity (politics); Computer science; Algorithm; Library science; Humanities; Political science; Philosophy; Law; Aesthetics","score_opus":0.013913821942986777,"score_gpt":0.3348513776524336,"score_spread":0.3209375557094468,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4310881428","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.03658495,0.0031970448,0.017700417,0.47548893,0.0017094612,0.00006982065,0.000056779216,0.00008000992,0.46511263],"genre_scores_gemma":[0.88636225,0.0014008251,0.0041943477,0.04254245,0.00071937987,0.00020565852,0.000027440074,0.00013026939,0.06441741],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.97386974,0.019413121,0.00029820934,0.001296597,0.0026126767,0.0025095907],"domain_scores_gemma":[0.98708504,0.0072456226,0.00077312917,0.0009655197,0.0014586785,0.0024721217],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.017295053,0.0006302203,0.0004940296,0.0011098281,0.025360065,0.015555181,0.0024524748,0.010464242,0.010486894],"category_scores_gemma":[0.020425677,0.00043893635,0.00053298747,0.0008776911,0.07232697,0.01598878,0.022298574,0.01080153,0.0017699937],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000022162549,0.000021045105,0.0006346381,0.000027322816,0.0000024362896,0.00016470932,0.077479936,0.00007452483,0.0000882518,0.8932856,0.017347306,0.010852037],"study_design_scores_gemma":[0.000026797696,0.000058984206,0.00058317516,0.00041985846,0.000008026722,0.0003314511,0.09462744,0.00032543618,0.0005301946,0.34706277,0.555992,0.000033811848],"about_ca_topic_score_codex":0.016704468,"about_ca_topic_score_gemma":0.023408381,"teacher_disagreement_score":0.97463995,"about_ca_system_score_codex":0.011004839,"about_ca_system_score_gemma":0.015354892,"threshold_uncertainty_score":0.09146607},"labels":[],"label_agreement":null},{"id":"W4361269706","doi":"10.5430/jct.v12n3p81","title":"The Effect of the CCERS STEM + C Project on Information Technology Efficacy in Terms of Gender and Grade Level","year":2023,"lang":"en","type":"article","venue":"Journal of Curriculum and Teaching","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Variety (cybernetics); Psychology; Work (physics); Population; Gender gap; Medical education; Mathematics education; Applied psychology; Engineering; Sociology; Medicine; Computer science; Demography","score_opus":0.02866212037765057,"score_gpt":0.33490774849577803,"score_spread":0.30624562811812744,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4361269706","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9951782,0.00008296172,0.000056457156,0.00031842355,0.000022329867,0.00003137152,0.00012272928,0.000010208977,0.004177342],"genre_scores_gemma":[0.9960377,0.00006061258,0.00007625837,0.000092183356,0.000015310256,0.0000798767,0.00013943783,0.000008685302,0.0034897765],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9940187,0.0034006066,0.00016881723,0.0006156184,0.0006912531,0.0011049327],"domain_scores_gemma":[0.97207224,0.012283761,0.0035533034,0.0010355334,0.0016333736,0.009421852],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0058113937,0.0004183181,0.0006156939,0.0007909502,0.0014953598,0.002488322,0.0010633599,0.0011925242,0.01137382],"category_scores_gemma":[0.017269073,0.00033323935,0.0007474782,0.0005769127,0.0016259188,0.0012096749,0.0028285393,0.0018159049,0.000999306],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.008859379,0.025225256,0.88929176,0.00017180725,0.0002895535,0.00061145035,0.010595205,0.000757807,0.003281137,0.002558949,0.0047795423,0.05357807],"study_design_scores_gemma":[0.00007632913,0.0035475974,0.988304,0.00006082681,0.000046560737,0.00003503385,0.005109261,0.00023880976,0.0005407998,0.00019038303,0.0018304602,0.000019931118],"about_ca_topic_score_codex":0.008949798,"about_ca_topic_score_gemma":0.011244503,"teacher_disagreement_score":0.01137382,"about_ca_system_score_codex":0.0012080893,"about_ca_system_score_gemma":0.001805897,"threshold_uncertainty_score":0.03804922},"labels":[],"label_agreement":null},{"id":"W4376860594","doi":"10.52214/cice.v6i1.11376","title":"Computers in Ghanaian Secondary Schools: Where Does Equality Come in?","year":2003,"lang":"en","type":"article","venue":"Current Issues in Comparative Education","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Institute for Christian Studies; University of Toronto","funders":"","keywords":"Mathematics education; Sociology; Secondary education; Pedagogy; Political science; Psychology","score_opus":0.08232063437359183,"score_gpt":0.451536067166529,"score_spread":0.36921543279293717,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4376860594","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9020127,0.012216945,0.00024091131,0.04663292,0.00023567246,0.000022191156,0.00023450438,0.0000150128535,0.03838907],"genre_scores_gemma":[0.9947153,0.0012419522,0.000059441805,0.0009719283,0.000034108525,0.000010960345,0.000025444519,0.000005697312,0.0029351094],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9953832,0.0018169285,0.00016395072,0.00032953487,0.0005117383,0.0017945649],"domain_scores_gemma":[0.9926352,0.0028227612,0.0014167548,0.00016176846,0.00088709407,0.0020763697],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024225991,0.000274011,0.0005371466,0.002256126,0.005832468,0.0055710105,0.0008104989,0.001624435,0.021434326],"category_scores_gemma":[0.01039361,0.00025267072,0.0002136556,0.005002844,0.006107346,0.0067752902,0.004066913,0.0020639384,0.0006632595],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005166661,0.0005406003,0.30798748,0.0012325738,0.000033559896,0.0018062945,0.33327934,0.00025436023,0.0008926781,0.15079542,0.022095475,0.18056549],"study_design_scores_gemma":[0.000049343245,0.0002894805,0.42439082,0.001675956,0.000033849785,0.0005221433,0.4768326,0.00013855386,0.00051667646,0.010515777,0.08500176,0.000032966756],"about_ca_topic_score_codex":0.113306835,"about_ca_topic_score_gemma":0.1875131,"teacher_disagreement_score":0.113306835,"about_ca_system_score_codex":0.00757978,"about_ca_system_score_gemma":0.0103534255,"threshold_uncertainty_score":0.22529459},"labels":[],"label_agreement":null},{"id":"W4378009739","doi":"10.1016/j.jsis.2023.101775","title":"DEI in the IS discipline: What can we do better?","year":2023,"lang":"en","type":"article","venue":"The Journal of Strategic Information Systems","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Inclusion (mineral); Equity (law); Diversity (politics); Public relations; Academic community; Political science; Sociology; Social science; Law","score_opus":0.06743072951103996,"score_gpt":0.3337254883539061,"score_spread":0.26629475884286613,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4378009739","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"incentives","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":"incentives","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0064058965,0.057573017,0.004564854,0.81987786,0.011496822,0.000039621747,0.00011651467,0.0001438771,0.09978154],"genre_scores_gemma":[0.45139772,0.17863156,0.015083051,0.26814556,0.020821024,0.00030963556,0.0005656951,0.00045398838,0.06459172],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.98316675,0.0085072145,0.0007154562,0.0010392229,0.0035173963,0.0030540135],"domain_scores_gemma":[0.9486523,0.021615004,0.0036014707,0.0046816026,0.009228391,0.012221084],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.038378466,0.0008800862,0.0020876832,0.0031322632,0.007926391,0.028740788,0.003132073,0.0071246824,0.023418603],"category_scores_gemma":[0.04885359,0.00039553992,0.0010347654,0.005207253,0.01878118,0.038874365,0.009364941,0.017790569,0.00605336],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014338312,0.0004613291,0.006029115,0.0016923945,0.00007423531,0.0001792277,0.01742488,0.00017614372,0.00023556128,0.4861428,0.15401974,0.33342117],"study_design_scores_gemma":[0.000050662737,0.00015218959,0.0026925153,0.0042830235,0.000067558,0.00033733904,0.039974432,0.00021996039,0.00037605906,0.30028012,0.651496,0.00007016806],"about_ca_topic_score_codex":0.010240169,"about_ca_topic_score_gemma":0.012438034,"teacher_disagreement_score":0.9616215,"about_ca_system_score_codex":0.008880852,"about_ca_system_score_gemma":0.034165602,"threshold_uncertainty_score":0.2029671},"labels":[],"label_agreement":null},{"id":"W4382515809","doi":"10.1145/3587103.3594209","title":"A Methodology for Investigating Women's Module Choices in Computer Science","year":2023,"lang":"en","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Curriculum; Work (physics); Computer science; Value (mathematics); Center (category theory); Code (set theory); Focus group; Knowledge management; Psychology; Pedagogy; Sociology; Engineering","score_opus":0.18435580385450845,"score_gpt":0.43552984215088003,"score_spread":0.2511740382963716,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4382515809","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.2520351,0.0005973229,0.6012915,0.0016433973,0.0006355038,0.08947667,0.0094267605,0.0008112283,0.044082522],"genre_scores_gemma":[0.15928608,0.00024074066,0.5461555,0.0012100623,0.00012737402,0.27909154,0.002004088,0.00024487983,0.01163964],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9384631,0.04447162,0.003669285,0.0048222593,0.006589569,0.0019841103],"domain_scores_gemma":[0.8940849,0.0645126,0.012731281,0.015209488,0.012020341,0.0014414357],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.049512345,0.0013799709,0.001324024,0.0092371795,0.0045265853,0.0030596836,0.0027531807,0.002000921,0.017925905],"category_scores_gemma":[0.092875436,0.0013856131,0.0028254918,0.011382644,0.0034562503,0.0023919062,0.0046204654,0.0027381422,0.0033019562],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.002993523,0.004915132,0.25166193,0.0037171133,0.0006516279,0.0007204998,0.14127056,0.0021561927,0.016275883,0.12004426,0.026517572,0.4290757],"study_design_scores_gemma":[0.0018935952,0.010563449,0.3349348,0.0022464022,0.0007115156,0.0009776298,0.12859386,0.022347588,0.028227573,0.084265195,0.3845842,0.0006541868],"about_ca_topic_score_codex":0.0065403804,"about_ca_topic_score_gemma":0.0088772485,"teacher_disagreement_score":0.049512345,"about_ca_system_score_codex":0.004037217,"about_ca_system_score_gemma":0.006688652,"threshold_uncertainty_score":0.2618494},"labels":[],"label_agreement":null},{"id":"W4383369741","doi":"10.1515/9780773560420","title":"Policy Unplugged","year":2007,"lang":"en","type":"book-chapter","venue":"McGill-Queen's University Press eBooks","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Business","score_opus":0.03298600528563305,"score_gpt":0.276172541697067,"score_spread":0.24318653641143395,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4383369741","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0019341216,0.008830233,0.0029463652,0.07882862,0.0033523324,0.000065793,0.00039428505,0.0003020446,0.9033462],"genre_scores_gemma":[0.057541188,0.009847258,0.0025758953,0.034575384,0.00080334226,0.00009392529,0.00032581735,0.00021683097,0.8940203],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99430263,0.00068942155,0.00012422548,0.00045407345,0.0031018483,0.0013278356],"domain_scores_gemma":[0.99675995,0.00058680057,0.00009458774,0.0003142523,0.00197807,0.00026639894],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0039730663,0.0009221543,0.0004979337,0.0022031204,0.008656322,0.009769145,0.0019136909,0.0061203786,0.039152667],"category_scores_gemma":[0.007706134,0.00058679585,0.0005913977,0.002301336,0.005724227,0.0057554804,0.0025259303,0.0075282026,0.005647786],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000012123688,0.000011478609,0.00009716777,0.00008686885,0.0000028686013,0.0001235845,0.0017734593,0.0002944458,0.0002711474,0.65682214,0.3082741,0.032230556],"study_design_scores_gemma":[0.0000018458264,0.0000022656577,0.00010798046,0.000117709715,0.000003559994,0.00002607986,0.00045902396,0.00015680947,0.00013064653,0.011800408,0.9871853,0.000008319018],"about_ca_topic_score_codex":0.7918501,"about_ca_topic_score_gemma":0.80358034,"teacher_disagreement_score":0.7918501,"about_ca_system_score_codex":0.061624333,"about_ca_system_score_gemma":0.10236193,"threshold_uncertainty_score":0.44711792},"labels":[],"label_agreement":null},{"id":"W4385534071","doi":"10.1515/9780773569102-001","title":"Preface","year":2001,"lang":"en","type":"book-chapter","venue":"McGill-Queen's University Press eBooks","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"History","score_opus":0.026277514295831847,"score_gpt":0.2472547562508919,"score_spread":0.22097724195506008,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4385534071","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00064571126,0.008227116,0.0016974142,0.0095352745,0.027398659,0.00020501793,0.0048867557,0.00072274345,0.94668126],"genre_scores_gemma":[0.0025884232,0.0037258402,0.0008389543,0.0016183208,0.0026923737,0.000056063705,0.003114545,0.00031895022,0.9850465],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99923205,0.00006068606,0.000027906628,0.00009989327,0.0004950197,0.0000844747],"domain_scores_gemma":[0.99784064,0.0002111703,0.000047538317,0.00015083302,0.0014273932,0.00032232376],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00061873166,0.0007053091,0.0006471928,0.0025288404,0.0033491482,0.0037348664,0.0013401469,0.001129366,0.39270642],"category_scores_gemma":[0.0036276146,0.00030945597,0.00043906062,0.0027002746,0.0007733333,0.0021493614,0.0013676552,0.0022912398,0.21025656],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000008846444,0.000010171927,0.00006899233,0.00006834663,7.5712217e-7,0.00003126452,0.00012294769,0.00003914216,0.00007339519,0.005646255,0.9567976,0.037132222],"study_design_scores_gemma":[6.3095e-7,0.0000026704402,0.00012388089,0.000043586133,3.74957e-7,0.000025804802,0.000052616597,0.000007685687,0.000017221537,0.00048273228,0.99924123,0.0000015396565],"about_ca_topic_score_codex":0.04336745,"about_ca_topic_score_gemma":0.064259686,"teacher_disagreement_score":0.6072936,"about_ca_system_score_codex":0.004545201,"about_ca_system_score_gemma":0.0042668222,"threshold_uncertainty_score":0},"labels":[],"label_agreement":null},{"id":"W4386326584","doi":"10.1145/3617896","title":"Bolstering the Persistence of Black Students in Undergraduate Computer Science Programs: A Systematic Mapping Study","year":2023,"lang":"en","type":"article","venue":"ACM Transactions on Computing Education","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"École de Technologie Supérieure; University of the Fraser Valley; York University","funders":"","keywords":"Inclusion (mineral); Persistence (discontinuity); Psychology; Higher education; Undergraduate research; Mathematics education; Medical education; Pedagogy; Social psychology; Political science; Medicine","score_opus":0.0711817557000746,"score_gpt":0.36937248279339085,"score_spread":0.2981907270933163,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4386326584","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"evaluation","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":"evaluation","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.19128747,0.75994587,0.006174716,0.0036964547,0.00035058093,0.023066139,0.011385063,0.00010299191,0.00399066],"genre_scores_gemma":[0.64278376,0.29091293,0.021345517,0.0034895588,0.00012279322,0.037027933,0.0036394736,0.000051951396,0.00062610244],"study_design_codex":"systematic_review","study_design_gemma":"systematic_review","domain_scores_codex":[0.9699014,0.009936283,0.013657974,0.0024336316,0.0032249345,0.0008458011],"domain_scores_gemma":[0.8757368,0.09388662,0.017018314,0.0036482187,0.008596882,0.0011131385],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.03977212,0.0009352628,0.0040887105,0.035626426,0.0016975728,0.0033697016,0.0021929825,0.0019507061,0.0032295682],"category_scores_gemma":[0.13052009,0.001019615,0.0045695524,0.025022246,0.002251558,0.004673608,0.003917664,0.001214679,0.00027864528],"study_design_candidate":"systematic_review","study_design_consensus":"systematic_review","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005496099,0.00010113198,0.050111957,0.83972204,0.013346514,0.0007104319,0.015165053,0.00022343519,0.00070325343,0.0018713361,0.0024360688,0.07505929],"study_design_scores_gemma":[0.0003190951,0.0005830341,0.049884133,0.8509379,0.04922999,0.0009895689,0.024221694,0.00037343017,0.00063371647,0.0017093945,0.020996433,0.00012163398],"about_ca_topic_score_codex":0.014731208,"about_ca_topic_score_gemma":0.042387404,"teacher_disagreement_score":0.9602279,"about_ca_system_score_codex":0.004409374,"about_ca_system_score_gemma":0.021205902,"threshold_uncertainty_score":0.21033758},"labels":[],"label_agreement":null},{"id":"W4386365767","doi":"10.18293/seke2023-002","title":"Small Educational Steps Towards Improving the Status of Women in Software Engineering","year":2023,"lang":"en","type":"article","venue":"Proceedings/Proceedings of the ... International Conference on Software Engineering and Knowledge Engineering","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Canadian Pacific Railway (Canada); Concordia University","funders":"","keywords":"Status quo; Face (sociological concept); Software; Software Engineering Process Group; Software engineering; Social software engineering; Computer science; Coronavirus disease 2019 (COVID-19); Literacy; Software development; Engineering ethics; Psychology; Engineering; Software development process; Software construction; Political science; Sociology; Pedagogy; Social science; Medicine","score_opus":0.029497162608914426,"score_gpt":0.26878746967666056,"score_spread":0.23929030706774612,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4386365767","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.30775577,0.0074333656,0.046265446,0.4270621,0.0033366056,0.0017686109,0.00007076768,0.00043740447,0.20586997],"genre_scores_gemma":[0.9045618,0.003066556,0.03926306,0.025709288,0.00058646745,0.0006310797,0.000043054104,0.000118934135,0.026019732],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9921703,0.0056228465,0.00013031982,0.0002937531,0.00061486644,0.0011678446],"domain_scores_gemma":[0.9791462,0.011593305,0.0011160533,0.0012887139,0.0020387673,0.00481684],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01346566,0.0005849417,0.00029568805,0.0010334452,0.011171819,0.004873861,0.0014912575,0.0031706218,0.0087302225],"category_scores_gemma":[0.019576361,0.00035521234,0.0004798609,0.00051348715,0.010159176,0.008883753,0.01080227,0.006034849,0.0017356855],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021381931,0.0020097168,0.008257222,0.0010435953,0.000018414956,0.0015147701,0.34272087,0.00021194058,0.007184626,0.14336637,0.0371422,0.45631653],"study_design_scores_gemma":[0.00010024676,0.001583293,0.0122277895,0.0021087443,0.000042660045,0.000845086,0.32907763,0.00040227844,0.005508887,0.073370755,0.57464755,0.00008503112],"about_ca_topic_score_codex":0.0034006098,"about_ca_topic_score_gemma":0.00829499,"teacher_disagreement_score":0.01346566,"about_ca_system_score_codex":0.002400132,"about_ca_system_score_gemma":0.011171334,"threshold_uncertainty_score":0.07121408},"labels":[],"label_agreement":null},{"id":"W4386952235","doi":"10.1109/mts.2023.3306526","title":"Diversity Initiatives for Women in IT: Friends or Enemies?","year":2023,"lang":"en","type":"article","venue":"IEEE Technology and Society Magazine","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"Technische Universität München; Bundesministerium für Bildung und Forschung; Australian Government","keywords":"Diversity (politics); Type (biology); Political science; Computer science; Library science; Law; Ecology; Biology","score_opus":0.03854909937412968,"score_gpt":0.33679140335625446,"score_spread":0.29824230398212476,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4386952235","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.08914332,0.026301205,0.0022202407,0.6761567,0.0043202764,0.000046151312,0.000109920315,0.00010422302,0.20159799],"genre_scores_gemma":[0.83726823,0.019316973,0.0019822274,0.073271014,0.0035223942,0.000101930746,0.00011331943,0.00015676126,0.064267196],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98916954,0.006853253,0.00018680113,0.00061451877,0.0013946837,0.001781145],"domain_scores_gemma":[0.9852474,0.004208284,0.0010837674,0.000655799,0.0007964395,0.008008373],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0074252654,0.00040627806,0.00059725426,0.0015743243,0.020396383,0.015539417,0.0012614147,0.0034642466,0.02011144],"category_scores_gemma":[0.011946719,0.00036161987,0.00047667875,0.0021316805,0.012547017,0.01435419,0.018381791,0.005949157,0.0021175616],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000086185646,0.00014808915,0.02136902,0.00047820932,0.00004693914,0.0007651367,0.4133057,0.000049019603,0.00065742305,0.12871647,0.18000522,0.2543725],"study_design_scores_gemma":[0.00001807919,0.00009450251,0.00729393,0.00089011685,0.000017502674,0.00048330287,0.39378718,0.000037348687,0.0002396336,0.025830396,0.57127297,0.00003500453],"about_ca_topic_score_codex":0.0069292146,"about_ca_topic_score_gemma":0.016380368,"teacher_disagreement_score":0.9796036,"about_ca_system_score_codex":0.0040170485,"about_ca_system_score_gemma":0.005966567,"threshold_uncertainty_score":0.06727946},"labels":[],"label_agreement":null},{"id":"W4388777662","doi":"10.47852/bonviewijce32021859","title":"Anxiety and Self-Efficacy in STEM Education: A Scoping Review","year":2023,"lang":"en","type":"review","venue":"International Journal of Changes in Education","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Prince Edward Island","funders":"University of Prince Edward Island","keywords":"Anxiety; Attrition; Timeline; Inclusion (mineral); Scopus; Psychology; Curriculum; Medical education; Medicine; Pedagogy; MEDLINE; Social psychology; Mathematics; Political science; Psychiatry; Dentistry; Statistics","score_opus":0.10151402176832668,"score_gpt":0.4808646781650435,"score_spread":0.37935065639671683,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4388777662","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0010079051,0.9969003,0.00025833392,0.00059866597,0.00020258944,0.00028549536,0.00013859686,0.0000060789607,0.000602083],"genre_scores_gemma":[0.00834445,0.99000144,0.00044976093,0.00032037214,0.00009510603,0.0005440403,0.00012698333,0.0000047430135,0.00011308455],"study_design_codex":"systematic_review","study_design_gemma":"systematic_review","domain_scores_codex":[0.98837775,0.0041106082,0.0040279063,0.0007086432,0.0024892243,0.00028580896],"domain_scores_gemma":[0.89550126,0.088738106,0.007351061,0.0009836595,0.006897291,0.0005287088],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.019389698,0.0014032532,0.004511454,0.01772117,0.0013257059,0.004604641,0.0017601488,0.0026982133,0.0030583038],"category_scores_gemma":[0.08892562,0.0012345185,0.0062365523,0.013518171,0.0016439635,0.003404123,0.0028872972,0.0022480686,0.00039444756],"study_design_candidate":"systematic_review","study_design_consensus":"systematic_review","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000115074305,0.000085813335,0.00217515,0.7428907,0.0032112084,0.00019245865,0.0022140304,0.00029707802,0.00015680763,0.0017569719,0.0045265756,0.2423781],"study_design_scores_gemma":[0.000021268304,0.00007568755,0.0038444663,0.9647473,0.0060350834,0.00024924605,0.0010357976,0.0000847144,0.00009058225,0.00056891126,0.023216058,0.00003080889],"about_ca_topic_score_codex":0.009950539,"about_ca_topic_score_gemma":0.019438984,"teacher_disagreement_score":0.019389698,"about_ca_system_score_codex":0.0044334745,"about_ca_system_score_gemma":0.018234983,"threshold_uncertainty_score":0.10254377},"labels":[],"label_agreement":null},{"id":"W4389037286","doi":"10.55016/ojs/ajer.v69i3.75299","title":"The Growth of Computer Science Education in Alberta: An Analysis of High School Course Completion Trends","year":2023,"lang":"en","type":"article","venue":"Alberta Journal of Educational Research","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Alberta","funders":"","keywords":"General partnership; Curriculum; Library science; Mathematics education; Political science; Psychology; Pedagogy; Computer science","score_opus":0.06175561768676573,"score_gpt":0.4563747262626727,"score_spread":0.394619108575907,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4389037286","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9813122,0.0009060177,0.00028603588,0.0007884278,0.000018689469,0.00004752697,0.008354842,0.00005855877,0.00822767],"genre_scores_gemma":[0.983186,0.0013005089,0.00058348355,0.00011392784,0.0000130553335,0.000031215484,0.0052752444,0.000023356897,0.009473234],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9984743,0.00005925113,0.00004381543,0.0001561,0.00082854007,0.00043800205],"domain_scores_gemma":[0.99338937,0.00048951595,0.00095362175,0.00011576939,0.00342168,0.0016300875],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010363967,0.00028697198,0.00024079022,0.006430573,0.0016016932,0.0018802519,0.0013776709,0.00038685257,0.0029292572],"category_scores_gemma":[0.0033947246,0.00020457867,0.0002681145,0.014356639,0.00078992173,0.00047965028,0.0012600475,0.0005700418,0.00052991445],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007644445,0.000044330754,0.95286673,0.00010066072,0.000019305322,0.0002080847,0.005520265,0.00041250486,0.00071500713,0.0005615418,0.0034436584,0.036031432],"study_design_scores_gemma":[0.0000013159038,0.000010925524,0.99204975,0.000020440126,0.0000035298158,0.00002679419,0.0036723292,0.00021673169,0.00010827623,0.00002060089,0.0038628662,0.0000062641543],"about_ca_topic_score_codex":0.9886686,"about_ca_topic_score_gemma":0.99353176,"teacher_disagreement_score":0.030782346,"about_ca_system_score_codex":0.030782346,"about_ca_system_score_gemma":0.041382857,"threshold_uncertainty_score":0.2233426},"labels":[],"label_agreement":null},{"id":"W4389431403","doi":"10.29173/irie492","title":"Education Technology in Schools","year":2022,"lang":"en","type":"article","venue":"The International Review of Information Ethics","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Curriculum; Globalization; Mathematics education; Pedagogy; Work (physics); Technology education; Higher education; High tech; Sociology; Engineering; Engineering ethics; Political science; Psychology; Mechanical engineering","score_opus":0.03399191469456882,"score_gpt":0.4043160903819941,"score_spread":0.3703241756874253,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4389431403","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.024607416,0.32246232,0.0063833827,0.11430673,0.0028829277,0.000084734755,0.00010491083,0.00009387246,0.52907366],"genre_scores_gemma":[0.7794823,0.1414393,0.0022720122,0.016374333,0.0012183737,0.000099217155,0.00007394163,0.000060755126,0.058979753],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99215454,0.004648148,0.0003804419,0.0005991959,0.0015133822,0.0007042184],"domain_scores_gemma":[0.99512815,0.002689617,0.00061426545,0.00037133088,0.0006391944,0.0005574233],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004114579,0.00031452192,0.00047157495,0.002011457,0.0037101954,0.012199481,0.00044378286,0.0039793435,0.0071622636],"category_scores_gemma":[0.0072780587,0.00022833899,0.00024706768,0.002579417,0.013719158,0.00776967,0.004752064,0.0033993253,0.0014809868],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000008990458,0.00003636718,0.0016545813,0.00037097247,0.000006197429,0.00014303517,0.013818514,0.00014221485,0.00008708505,0.89259976,0.015375517,0.075756736],"study_design_scores_gemma":[0.000006014567,0.000033848868,0.0035586548,0.0024891486,0.000008231709,0.00028592508,0.014001349,0.00006745256,0.00016180948,0.15304524,0.8263303,0.000012048646],"about_ca_topic_score_codex":0.0041416017,"about_ca_topic_score_gemma":0.0033242772,"teacher_disagreement_score":0.012199481,"about_ca_system_score_codex":0.0065575424,"about_ca_system_score_gemma":0.009327515,"threshold_uncertainty_score":0.047578514},"labels":[],"label_agreement":null},{"id":"W4390315366","doi":"10.1145/3623762.3633497","title":"Modeling Women's Elective Choices in Computing","year":2023,"lang":"en","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Computer science; Curriculum; Appeal; Class (philosophy); Institution; Medical education; Mathematics education; Psychology; Medicine; Artificial intelligence; Pedagogy; Sociology; Social science","score_opus":0.037597020973507665,"score_gpt":0.3598807212824586,"score_spread":0.322283700308951,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4390315366","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9851782,0.0001287188,0.00979739,0.0006785642,0.00002089234,0.00012474011,0.00073558465,0.0000238169,0.0033121677],"genre_scores_gemma":[0.9877977,0.000120217635,0.004849065,0.000111957524,0.00001116307,0.00023479,0.0005812907,0.000016225713,0.0062776613],"study_design_codex":"observational","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.99808997,0.0010752516,0.000040601615,0.00033752964,0.00011180154,0.00034484194],"domain_scores_gemma":[0.9903928,0.007255382,0.0010961465,0.0003444691,0.00035491987,0.0005564117],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0054081287,0.0006334031,0.0005439669,0.0011144191,0.0009162002,0.0022486195,0.0011571076,0.0009776149,0.013652385],"category_scores_gemma":[0.013586449,0.00043289384,0.00131026,0.0011513914,0.00080225524,0.0013343773,0.0012389744,0.0013608127,0.0012766983],"study_design_candidate":"simulation_or_modeling","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.001269641,0.0013011628,0.870987,0.00011965954,0.0003113198,0.0002543573,0.0049044928,0.044661153,0.0007572889,0.029127883,0.003967369,0.042338785],"study_design_scores_gemma":[0.00033751628,0.0012969404,0.26946735,0.00015709802,0.00048355368,0.00017843844,0.012013485,0.6655618,0.0009964425,0.035475083,0.013933406,0.00009889178],"about_ca_topic_score_codex":0.027383126,"about_ca_topic_score_gemma":0.041104626,"teacher_disagreement_score":0.027383126,"about_ca_system_score_codex":0.0020597,"about_ca_system_score_gemma":0.0016368524,"threshold_uncertainty_score":0.054447472},"labels":[],"label_agreement":null},{"id":"W4391561663","doi":"10.18260/1-2--41595","title":"Evaluating Computer-Aided Design Software as a Barrier to Women’s Engagement in Engineering: A Focused Literature Review","year":2024,"lang":"en","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Computer science; Software engineering; CAD; Software; Engineering drawing; Engineering; Programming language","score_opus":0.06715372626280723,"score_gpt":0.3852090272078011,"score_spread":0.31805530094499385,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4391561663","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0049061617,0.9907541,0.00039122681,0.001257141,0.00019050896,0.00015989263,0.00020443034,0.0000065768318,0.002129958],"genre_scores_gemma":[0.030510288,0.96715164,0.00081137224,0.00078243925,0.00011847449,0.00021850974,0.00015096315,0.000008854127,0.00024750366],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99046284,0.0039390502,0.0019059313,0.000734939,0.0026206155,0.00033670012],"domain_scores_gemma":[0.88397175,0.09522407,0.0067404206,0.00074846286,0.012630372,0.0006850031],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.014017103,0.0010255543,0.0029696163,0.019438263,0.0009982497,0.00496772,0.0018492127,0.0024278169,0.005156181],"category_scores_gemma":[0.053046446,0.0008864728,0.0031261365,0.016286984,0.0018146081,0.004340898,0.0019474392,0.0015621948,0.00069815887],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017885111,0.00018270008,0.009354824,0.44635788,0.0016315561,0.0004055395,0.0067568617,0.00040098475,0.00038594112,0.007046333,0.009351381,0.5179471],"study_design_scores_gemma":[0.0000355483,0.0002670846,0.022887982,0.838134,0.0056033568,0.0008422142,0.014146538,0.00029196858,0.00047921197,0.00170454,0.115508944,0.00009860591],"about_ca_topic_score_codex":0.009420792,"about_ca_topic_score_gemma":0.020061348,"teacher_disagreement_score":0.019438263,"about_ca_system_score_codex":0.004360955,"about_ca_system_score_gemma":0.014474254,"threshold_uncertainty_score":0.074130416},"labels":[],"label_agreement":null},{"id":"W4391699898","doi":"10.61838/kman.jayps.4.4.15","title":"Validity and reliability of digital self-efficacy scale in Iranian sample","year":2023,"lang":"en","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Scale (ratio); Reliability (semiconductor); Sample (material); Reliability engineering; Psychology; Validity; Computer science; Statistics; Clinical psychology; Psychometrics; Mathematics; Geography; Engineering; Chromatography; Cartography; Physics; Chemistry","score_opus":0.04159746737875511,"score_gpt":0.33181907049913223,"score_spread":0.29022160312037715,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4391699898","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9954862,0.00022809427,0.00056427333,0.00014935879,0.00004802639,0.00016440768,0.00020187805,0.00001331901,0.0031444018],"genre_scores_gemma":[0.9975241,0.00017849269,0.0014035576,0.000042944885,0.000020033644,0.00019874166,0.00026487003,0.0000043222244,0.00036295326],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9977793,0.0004931046,0.00030214197,0.0002448242,0.0010231825,0.00015754497],"domain_scores_gemma":[0.99374515,0.002068595,0.0011833058,0.00037864468,0.002205854,0.000418397],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004200173,0.00028576658,0.00047914832,0.0017388975,0.00056448474,0.0006774353,0.0004698119,0.0003061088,0.001842199],"category_scores_gemma":[0.013026638,0.00019051884,0.0008224401,0.00076306507,0.00060595263,0.0004997339,0.0006562681,0.00057642494,0.00027635833],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012415214,0.0004293262,0.9571784,0.00012906874,0.00010094663,0.000118525444,0.0026918636,0.00025797816,0.0008142861,0.0004628777,0.0008520585,0.03684065],"study_design_scores_gemma":[0.00003872001,0.00033510922,0.9930698,0.0000956174,0.000050705898,0.0002564451,0.002556855,0.00096326496,0.0005254921,0.00030043666,0.001791589,0.00001592517],"about_ca_topic_score_codex":0.0013815904,"about_ca_topic_score_gemma":0.0017827367,"teacher_disagreement_score":0.004200173,"about_ca_system_score_codex":0.00042108868,"about_ca_system_score_gemma":0.0009374776,"threshold_uncertainty_score":0.022212923},"labels":[],"label_agreement":null},{"id":"W4391977397","doi":"10.51644/9781554582037-001","title":"List of Tables and Figures","year":2010,"lang":"en","type":"book-chapter","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Computer science; History","score_opus":0.02279031442170973,"score_gpt":0.29438930561068094,"score_spread":0.27159899118897124,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4391977397","genre_codex":"dataset","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0010155645,0.004117652,0.005450244,0.006705705,0.013637279,0.0012982383,0.77546906,0.004688879,0.18761729],"genre_scores_gemma":[0.0112329535,0.008782473,0.014591292,0.0066339024,0.0056268517,0.0033767822,0.6805797,0.0038292208,0.26534677],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.996917,0.00073748,0.00045760488,0.00055245135,0.0010842271,0.00025115075],"domain_scores_gemma":[0.9762288,0.010108723,0.0014001076,0.0018494222,0.009636313,0.0007765623],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0025045148,0.0012494362,0.0015596836,0.007919376,0.0019672306,0.004879935,0.0024958586,0.0015684165,0.79712147],"category_scores_gemma":[0.035809122,0.00073197024,0.0011196064,0.01332728,0.0005427307,0.0043520574,0.001879929,0.0018739285,0.5657283],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000027233446,0.000017620114,0.00028338956,0.00046686985,0.00000763562,0.000027463457,0.000034491994,0.00014066983,0.000019745394,0.0020819264,0.9826653,0.014227677],"study_design_scores_gemma":[0.000029545434,0.00002121043,0.001023124,0.00060204114,0.000011741955,0.0000672747,0.00018216456,0.00016076333,0.000039907856,0.003583723,0.99425864,0.000019844703],"about_ca_topic_score_codex":0.008557736,"about_ca_topic_score_gemma":0.0069473567,"teacher_disagreement_score":0.20287853,"about_ca_system_score_codex":0.0026605472,"about_ca_system_score_gemma":0.0038335687,"threshold_uncertainty_score":0.28938156},"labels":[],"label_agreement":null},{"id":"W4393068920","doi":"10.2196/50297","title":"Nursing Students’ Attitudes Toward Technology: Multicenter Cross-Sectional Study","year":2024,"lang":"en","type":"article","venue":"JMIR Medical Education","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Enthusiasm; Preparedness; Medical education; Anxiety; Descriptive statistics; Workforce; Psychology; Test (biology); Sample (material); Nursing; Medicine; Social psychology; Political science","score_opus":0.03278837037851136,"score_gpt":0.4832845823802877,"score_spread":0.45049621200177636,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4393068920","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995646,0.00004623647,0.00006138214,0.000013209805,0.0000029529024,0.00006192229,0.000069005175,0.0000017705615,0.00017901584],"genre_scores_gemma":[0.99877137,0.00013634356,0.00027510605,0.00009869299,0.000011670321,0.00020884123,0.00020487356,0.0000021013661,0.00029100417],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9988148,0.00030408122,0.00016172274,0.00020495712,0.00031277843,0.00020171203],"domain_scores_gemma":[0.99736124,0.00070528704,0.0006641719,0.00015891402,0.0004109948,0.00069941976],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024851852,0.0003452004,0.0005864651,0.0014066865,0.0008960834,0.0008139066,0.0003850519,0.00088789884,0.002405853],"category_scores_gemma":[0.0029469065,0.00063652993,0.000537582,0.0011291633,0.00040587026,0.00094221375,0.00090773223,0.0008696234,0.00086972245],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001474346,0.001159601,0.9937925,0.00003446795,0.00003004121,0.00010402604,0.0014786957,0.000018622903,0.0003415756,0.000012198925,0.00009641797,0.0027845013],"study_design_scores_gemma":[0.00003318831,0.0032176096,0.99027693,0.000027985845,0.000043594184,0.00032881254,0.0052861725,0.00013461597,0.00017019668,0.00002031165,0.00044888497,0.0000118470825],"about_ca_topic_score_codex":0.0013012295,"about_ca_topic_score_gemma":0.002085612,"teacher_disagreement_score":0.0024851852,"about_ca_system_score_codex":0.00045566307,"about_ca_system_score_gemma":0.0005337272,"threshold_uncertainty_score":0.013143063},"labels":[],"label_agreement":null},{"id":"W4399382354","doi":"10.1145/3639475.3640100","title":"Navigating the Path of Women in Software Engineering: From Academia to Industry","year":2024,"lang":"en","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Path (computing); Software; Computer science; Software engineering; Engineering management; Engineering; Operating system","score_opus":0.018766522437819174,"score_gpt":0.3304010376032631,"score_spread":0.31163451516544394,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4399382354","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.880321,0.009924566,0.0042339386,0.06171583,0.00085133186,0.00007168461,0.000093312105,0.000051450665,0.042736895],"genre_scores_gemma":[0.9850268,0.003413605,0.00077358034,0.0046434235,0.00009021723,0.00004069257,0.000022419035,0.000023866894,0.005965456],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99386954,0.0035787164,0.00014245036,0.00039982697,0.0008448437,0.0011646008],"domain_scores_gemma":[0.99096185,0.0037094215,0.0010161058,0.00019931605,0.0010328166,0.0030805564],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007195235,0.00045445104,0.00053766393,0.0015587705,0.014438208,0.008513914,0.00089303206,0.001390399,0.0055227294],"category_scores_gemma":[0.010087482,0.00032133452,0.0002360037,0.0015367293,0.009207643,0.005832831,0.008062544,0.0020088924,0.00081125344],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000551578,0.00007277206,0.033676926,0.00023114211,0.000012080366,0.0013516247,0.8895667,0.000048670507,0.0008340005,0.01729871,0.005429787,0.051422365],"study_design_scores_gemma":[0.0000049154373,0.00009635609,0.007914555,0.0004853758,0.000011259921,0.0006255375,0.911956,0.0000589358,0.0002802768,0.004182039,0.07436302,0.00002171276],"about_ca_topic_score_codex":0.010792247,"about_ca_topic_score_gemma":0.020744005,"teacher_disagreement_score":0.014438208,"about_ca_system_score_codex":0.0035256408,"about_ca_system_score_gemma":0.010306432,"threshold_uncertainty_score":0.0380525},"labels":[],"label_agreement":null},{"id":"W4400456567","doi":"10.18162/fp.2024.836","title":"Les plus-values liées à l’intégration du numérique en éducation : validation d’une définition et d’une typologie par un panel d’experts","year":2024,"lang":"fr","type":"article","venue":"Formation et profession","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Political science; Philosophy","score_opus":0.08135234346923767,"score_gpt":0.3867834841384894,"score_spread":0.3054311406692517,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4400456567","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.77088183,0.0027866152,0.12317791,0.009866189,0.0007555509,0.004284482,0.0008286937,0.000108268294,0.08731043],"genre_scores_gemma":[0.9286628,0.0013833457,0.056693796,0.0011616771,0.00009460311,0.0052095265,0.00046550203,0.00007702658,0.0062516374],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9263107,0.04459955,0.0065951208,0.0033208558,0.016825555,0.002348134],"domain_scores_gemma":[0.88261914,0.07596447,0.0052717463,0.0065789893,0.0277368,0.0018288193],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.074943244,0.00080477353,0.0009760183,0.006549304,0.003570134,0.0063448446,0.002036673,0.002250398,0.0038791166],"category_scores_gemma":[0.10099757,0.0005817209,0.0009546457,0.0045721754,0.009034881,0.0066440515,0.007734484,0.002856602,0.0006768642],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000522946,0.0002693846,0.1034739,0.0028969182,0.00014678409,0.0006801486,0.5645868,0.0017021367,0.0076765115,0.07532945,0.008166381,0.23454864],"study_design_scores_gemma":[0.00015522484,0.0006136709,0.14644828,0.0067070182,0.00022172825,0.0012849503,0.5499126,0.007136588,0.0115502635,0.08365817,0.19184631,0.0004652038],"about_ca_topic_score_codex":0.0056080045,"about_ca_topic_score_gemma":0.0053158193,"teacher_disagreement_score":0.074943244,"about_ca_system_score_codex":0.0064689517,"about_ca_system_score_gemma":0.010431527,"threshold_uncertainty_score":0.39634252},"labels":[],"label_agreement":null},{"id":"W4401019104","doi":"10.5753/wit.2024.2634","title":"Uma História que está só Começando: Primeiros Passos de uma Iniciativa para Aumentar a Representatividade Feminina na Computação","year":2024,"lang":"pt","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec en Outaouais","funders":"","keywords":"Political science; Humanities; Art","score_opus":0.07862134655576634,"score_gpt":0.40275659064423724,"score_spread":0.3241352440884709,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4401019104","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.35754815,0.041774537,0.021133965,0.19880961,0.0022991162,0.00014648083,0.0011053005,0.0005311758,0.37665167],"genre_scores_gemma":[0.9296137,0.017193962,0.0038082795,0.004932227,0.00056721986,0.00006833765,0.00013828196,0.00019185315,0.043486163],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99510926,0.0018761904,0.00022208638,0.0008855542,0.0012846101,0.0006223063],"domain_scores_gemma":[0.98600173,0.0063136304,0.0012208073,0.002390465,0.0025418734,0.0015315574],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.00738224,0.0004515546,0.0004592422,0.003166605,0.010810522,0.010847917,0.0011134588,0.002368357,0.010039005],"category_scores_gemma":[0.015982226,0.00057370873,0.00039098013,0.0065606404,0.014895255,0.008325466,0.0049068374,0.0033035101,0.0008713523],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000097396034,0.00005886319,0.021478234,0.00066930795,0.000024533496,0.00060014,0.31470102,0.0003237815,0.0018764709,0.46654636,0.030362105,0.16326176],"study_design_scores_gemma":[0.0000075961493,0.00008245861,0.027029661,0.001095353,0.000025575393,0.00060902874,0.10885711,0.00028238373,0.0009956567,0.025169188,0.8357747,0.00007122912],"about_ca_topic_score_codex":0.12702651,"about_ca_topic_score_gemma":0.18620151,"teacher_disagreement_score":0.9891895,"about_ca_system_score_codex":0.010587208,"about_ca_system_score_gemma":0.0101485215,"threshold_uncertainty_score":0.25257427},"labels":[],"label_agreement":null},{"id":"W4401364671","doi":"10.5430/jct.v13n4p71","title":"Mathematics Teachers' Perceptions the Steam Approach: Science, Technology, Engineering, Arts, and Mathematics and Its Relationship with Some Variables","year":2024,"lang":"en","type":"article","venue":"Journal of Curriculum and Teaching","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Perception; Mathematics education; The arts; Tracking (education); Descriptive statistics; Psychology; Pedagogy; Mathematics; Political science; Statistics","score_opus":0.01867926472652223,"score_gpt":0.29301855526373155,"score_spread":0.27433929053720935,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4401364671","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994079,0.00004002523,0.000035979778,0.000052348416,0.0000016528281,0.0000024316882,0.0000063858197,5.1350054e-7,0.00045270415],"genre_scores_gemma":[0.9996196,0.000061212246,0.000046706766,0.000013273852,0.0000019776012,0.0000029479547,0.000011099226,4.017495e-7,0.0002427923],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99921167,0.00022675039,0.000070590584,0.00006813146,0.00026820123,0.00015459319],"domain_scores_gemma":[0.9963134,0.0009632505,0.0014855652,0.00006526426,0.00049642817,0.00067612267],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010734908,0.00014825999,0.00013417006,0.0006945596,0.0006105435,0.0011046886,0.00017372808,0.00024163057,0.0018623369],"category_scores_gemma":[0.0041098394,0.00014334008,0.00020101278,0.00045352237,0.00075449946,0.00041077746,0.0007344472,0.0005022649,0.00015119482],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000044145396,0.000094792726,0.9684377,0.000046430036,0.000015057749,0.00010543052,0.023339095,0.000068281326,0.0010232513,0.00019340166,0.00008760425,0.006544882],"study_design_scores_gemma":[0.000003351664,0.00011520643,0.9252977,0.00003139172,0.000010953751,0.00012110755,0.07275475,0.00016074453,0.00024829662,0.00008011304,0.0011690824,0.0000073516585],"about_ca_topic_score_codex":0.01146075,"about_ca_topic_score_gemma":0.023197297,"teacher_disagreement_score":0.01146075,"about_ca_system_score_codex":0.0007528408,"about_ca_system_score_gemma":0.00090004137,"threshold_uncertainty_score":0.022788107},"labels":[],"label_agreement":null},{"id":"W4403261831","doi":"10.1016/j.ssaho.2024.101126","title":"Beliefs and factors influencing teachers’ deployment of social media in instructional delivery in public basic schools in a developing and low-tech country","year":2024,"lang":"en","type":"article","venue":"Social Sciences & Humanities Open","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Software deployment; Social media; Business; Public relations; Psychology; Sociology; Marketing; Political science; Computer science","score_opus":0.08592400524264829,"score_gpt":0.3387627521099307,"score_spread":0.25283874686728236,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4403261831","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99930954,0.00005141718,0.00003535968,0.000113552356,0.0000019830452,0.0000048219467,0.000003838888,7.4406694e-7,0.0004786289],"genre_scores_gemma":[0.9996629,0.00007128586,0.000042261825,0.000025188707,0.0000013208956,0.0000036505617,0.0000030171395,7.563024e-7,0.00018963988],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99828327,0.00085150305,0.00010247615,0.00012527246,0.00026395862,0.0003735819],"domain_scores_gemma":[0.9907154,0.0047697197,0.0026887895,0.00016892071,0.0006199811,0.0010370706],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033019218,0.00024847186,0.0002490254,0.0010553986,0.0014875316,0.0021238865,0.000342585,0.00057128683,0.0019005772],"category_scores_gemma":[0.008194569,0.00042764735,0.00018623874,0.0008314225,0.0021308376,0.0010621591,0.000950634,0.00073728844,0.00019811504],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000074650365,0.00040730534,0.6488336,0.00011799924,0.000018743944,0.00066468935,0.3317954,0.0000692899,0.0012482123,0.0005886199,0.00025555672,0.015925974],"study_design_scores_gemma":[0.000011211282,0.00032913536,0.45178804,0.00018178775,0.000026792017,0.00023790429,0.5446549,0.00017613157,0.0004011005,0.00018218606,0.0019930105,0.00001784808],"about_ca_topic_score_codex":0.014182749,"about_ca_topic_score_gemma":0.024938196,"teacher_disagreement_score":0.014182749,"about_ca_system_score_codex":0.0017400334,"about_ca_system_score_gemma":0.0018888463,"threshold_uncertainty_score":0.028200388},"labels":[],"label_agreement":null},{"id":"W4405075194","doi":"10.33965/celda2024_202408l012","title":"ASSESSMENT OF BARRIERS TO EDUCATIONAL TECHNOLOGY ACCEPTANCE","year":2024,"lang":"en","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"National Research Council Canada","funders":"","keywords":"Computer science; Business","score_opus":0.015444935545097783,"score_gpt":0.39831529086292666,"score_spread":0.38287035531782887,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4405075194","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9869522,0.00041560276,0.003721613,0.00024488362,0.000025967964,0.0003775509,0.000103687475,0.000029732411,0.008128727],"genre_scores_gemma":[0.99503857,0.00031213067,0.0027660578,0.000047464262,0.000010169126,0.0003680654,0.000104885126,0.000012305207,0.0013403777],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.98323905,0.0071533006,0.0014296051,0.0003803682,0.0068298816,0.00096776756],"domain_scores_gemma":[0.90496093,0.06296451,0.011565544,0.002130137,0.015719287,0.0026595169],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012440107,0.00052684254,0.0007999753,0.0031870462,0.0006674048,0.0019965693,0.0007014972,0.0007395162,0.0039397553],"category_scores_gemma":[0.07166968,0.000275171,0.0011085554,0.0011278319,0.0007454821,0.0015404476,0.0022006668,0.0011073875,0.00043920043],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006429314,0.0023587905,0.78066134,0.0015099109,0.00024053488,0.00039872178,0.026519518,0.0012440459,0.0051187836,0.0034435962,0.0008316577,0.17703018],"study_design_scores_gemma":[0.00008178225,0.005647455,0.8975046,0.0015106859,0.0003811421,0.0014170699,0.047986623,0.008314385,0.01632909,0.0044140145,0.016192654,0.00022053829],"about_ca_topic_score_codex":0.0011254175,"about_ca_topic_score_gemma":0.0014749912,"teacher_disagreement_score":0.012440107,"about_ca_system_score_codex":0.0009931845,"about_ca_system_score_gemma":0.0021970398,"threshold_uncertainty_score":0.065790296},"labels":[],"label_agreement":null},{"id":"W4405762906","doi":"10.21810/sfuer.v16i1.6689","title":"A Thematic Literature Review of Decolonization and Abolitionist Approaches in Computing Education","year":2024,"lang":"en","type":"article","venue":"SFU Educational Review","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Critical pedagogy; Critical thinking; Sociology; Diversity (politics); Pedagogy; Engineering ethics; Decolonization; Thematic analysis; Critical theory; Power (physics); Epistemology; Political science; Social science; Qualitative research; Politics; Engineering","score_opus":0.037114017592118645,"score_gpt":0.38824350690854575,"score_spread":0.3511294893164271,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4405762906","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0007245305,0.9919152,0.0010309509,0.0022745398,0.00059553795,0.00010030467,0.000057537538,0.000008602597,0.0032929296],"genre_scores_gemma":[0.0058268923,0.99119407,0.0012289595,0.0009479227,0.00014945386,0.00014743106,0.00005035462,0.0000080799455,0.0004468349],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9944845,0.002926275,0.00096791313,0.00037696416,0.0010434613,0.00020095803],"domain_scores_gemma":[0.9765687,0.018731141,0.0014289932,0.00035998537,0.0026786204,0.00023259719],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010218632,0.0010564518,0.0016424373,0.017318701,0.0015419687,0.0037595727,0.0011415178,0.0017795628,0.0034793383],"category_scores_gemma":[0.026537683,0.00053375924,0.0017405172,0.020421552,0.002727997,0.004945383,0.0025516297,0.0022206784,0.000615718],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008834808,0.000071902,0.0007330661,0.27290618,0.00040688898,0.00032905905,0.008548311,0.00036389005,0.0006033702,0.03243298,0.026228217,0.6572878],"study_design_scores_gemma":[0.000015220164,0.00009645787,0.0018120587,0.55862397,0.0009307992,0.00063825416,0.007896897,0.000110044835,0.00038101396,0.0058403173,0.42362452,0.000030532974],"about_ca_topic_score_codex":0.004605592,"about_ca_topic_score_gemma":0.010356182,"teacher_disagreement_score":0.017318701,"about_ca_system_score_codex":0.003959864,"about_ca_system_score_gemma":0.015750116,"threshold_uncertainty_score":0.05404198},"labels":[],"label_agreement":null},{"id":"W4405900864","doi":"10.52660/jksc.2024.30.6.1227","title":"Utilizing Digital Human Technology to Attract International Students and Promote K-beauty Bepartments","year":2024,"lang":"en","type":"article","venue":"Journal of the Korean Society of Cosmetology","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Beauty; Business; Art; Aesthetics","score_opus":0.03308597263141134,"score_gpt":0.4045241317480869,"score_spread":0.37143815911667555,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4405900864","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.93509674,0.0005482686,0.0045078453,0.001221534,0.00013019217,0.0003663541,0.0005367624,0.00022040642,0.057372008],"genre_scores_gemma":[0.9650887,0.0008591336,0.0110581275,0.00046787213,0.000040684146,0.00029499957,0.0005498625,0.00005240074,0.02158819],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9994342,0.00018413723,0.000041752177,0.00006314217,0.00012247633,0.00015431351],"domain_scores_gemma":[0.9982412,0.00037952932,0.00028949368,0.00015460055,0.000275019,0.0006601432],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013469157,0.00030452415,0.00012501678,0.0022657767,0.001222359,0.0020542978,0.00036135846,0.00025850502,0.0106676025],"category_scores_gemma":[0.0027441748,0.00014253551,0.00031607779,0.0014852902,0.00038892997,0.00158447,0.002020449,0.0004171688,0.002594189],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018713366,0.0017343725,0.39808244,0.00063250714,0.000041118947,0.0006587124,0.01569624,0.00043717682,0.006569771,0.0047715674,0.025468014,0.54572093],"study_design_scores_gemma":[0.00005395724,0.00119666,0.6672496,0.0004897052,0.00010685449,0.0007666727,0.04593415,0.0021572143,0.011081362,0.0017065702,0.26915455,0.000102739104],"about_ca_topic_score_codex":0.0012614448,"about_ca_topic_score_gemma":0.004508701,"teacher_disagreement_score":0.0106676025,"about_ca_system_score_codex":0.00041293117,"about_ca_system_score_gemma":0.0010413374,"threshold_uncertainty_score":0.03568667},"labels":[],"label_agreement":null},{"id":"W4405997936","doi":"10.1002/fer3.70","title":"Creative approaches for 21st‐century Science, Technology, Engineering, and Mathematics teacher education: From theory to practice to policy","year":2025,"lang":"en","type":"article","venue":"Future in Educational Research","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Windsor; University of British Columbia","funders":"","keywords":"Mathematics education; Science education; Engineering ethics; Pedagogy; Sociology; Political science; Computer science; Engineering; Mathematics","score_opus":0.052113600820476,"score_gpt":0.4475902580055645,"score_spread":0.3954766571850885,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4405997936","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0017967848,0.03206575,0.0041528945,0.9209612,0.013005493,0.00007415714,0.000032075903,0.000073434516,0.027838258],"genre_scores_gemma":[0.40236142,0.18871154,0.03290423,0.27025908,0.038041126,0.0020559537,0.00027909974,0.0007212047,0.06466631],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9789547,0.012749078,0.001293319,0.00154807,0.003361346,0.002093534],"domain_scores_gemma":[0.9226747,0.059970025,0.0035427087,0.0034658504,0.0037723663,0.006574272],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.035810854,0.0008452378,0.00096671056,0.0032239212,0.009815395,0.034657586,0.0045030713,0.020550426,0.014580618],"category_scores_gemma":[0.037592564,0.00074354024,0.0015249918,0.0031283114,0.03540371,0.02649964,0.022708487,0.021453673,0.0024197681],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000024761866,0.00015413786,0.00037360375,0.0010293429,0.000020437084,0.00012388964,0.01205165,0.00060069707,0.00013107124,0.8024499,0.122388266,0.06065236],"study_design_scores_gemma":[0.00004099314,0.00003996071,0.00036315795,0.00415053,0.000010926276,0.0000821636,0.018781986,0.00068965077,0.00024356371,0.32838455,0.6471702,0.000042286174],"about_ca_topic_score_codex":0.0033579695,"about_ca_topic_score_gemma":0.0032303496,"teacher_disagreement_score":0.035810854,"about_ca_system_score_codex":0.02523349,"about_ca_system_score_gemma":0.05242092,"threshold_uncertainty_score":0.18938816},"labels":[],"label_agreement":null},{"id":"W4407308348","doi":"10.1561/1500000103","title":"Understanding and Mitigating Gender Bias in Information Retrieval Systems","year":2025,"lang":"en","type":"article","venue":"Foundations and Trends® in Information Retrieval","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary; University of Toronto; University of Waterloo; Toronto Metropolitan University","funders":"","keywords":"Computer science; Information retrieval; Data science; Psychology","score_opus":0.11732511194996811,"score_gpt":0.35052902407894343,"score_spread":0.23320391212897532,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4407308348","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"methods","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":"methods","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.13073601,0.028714303,0.7392602,0.026347972,0.0009823411,0.0007531724,0.0008846194,0.0019072387,0.07041416],"genre_scores_gemma":[0.70333266,0.011643589,0.26945055,0.003398518,0.00087275624,0.0005450803,0.00085149636,0.00045212844,0.009453211],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9692248,0.016968766,0.0022940366,0.0022990475,0.008110878,0.0011024734],"domain_scores_gemma":[0.94665873,0.033920858,0.0044239745,0.006529549,0.007967727,0.00049924094],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.03387784,0.00094659394,0.0010940102,0.0056028273,0.0027149287,0.009125728,0.0017649789,0.0019979759,0.0046437234],"category_scores_gemma":[0.10563719,0.00067928626,0.0007839668,0.003795918,0.004961285,0.01635676,0.006202585,0.0022475861,0.0017605687],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00026372672,0.00010543119,0.01973829,0.0011149939,0.0001323183,0.0001696491,0.009942986,0.011612117,0.0069753793,0.19733834,0.009966654,0.74264],"study_design_scores_gemma":[0.00006315025,0.00057593075,0.028945057,0.00150673,0.00023170776,0.0007829697,0.008947681,0.09374721,0.02274333,0.6790436,0.16311586,0.00029676827],"about_ca_topic_score_codex":0.0043076957,"about_ca_topic_score_gemma":0.0038302632,"teacher_disagreement_score":0.96612215,"about_ca_system_score_codex":0.0035721532,"about_ca_system_score_gemma":0.004499653,"threshold_uncertainty_score":0.17916524},"labels":[],"label_agreement":null},{"id":"W4407608597","doi":"10.22452/mojem.vol12no4.1","title":"A BIBLIOMETRIC ANALYSIS OF TECHNOLOGICAL MANAGEMENT TRENDS IN PRESCHOOL EDUCATION AND META-ANALYSIS OF THE UTILIZATION OF TECHNOLOGICAL TOOLS IN CLASSROOM","year":2024,"lang":"en","type":"article","venue":"Malaysian Online Journal of Educational Management","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Education and Early Childhood Development","funders":"","keywords":"Meta-analysis; Knowledge management; Computer science; Mathematics education; Psychology; Medicine","score_opus":0.0882114477981382,"score_gpt":0.3997086856058982,"score_spread":0.31149723780775995,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4407608597","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.11499734,0.8180465,0.007911956,0.0024333415,0.0005896678,0.004173397,0.044513658,0.00047020934,0.006863955],"genre_scores_gemma":[0.5401201,0.39841315,0.024031365,0.0006131821,0.00035574092,0.0110041555,0.023466982,0.00021155973,0.001783782],"study_design_codex":"systematic_review","study_design_gemma":"meta_analysis","domain_scores_codex":[0.95234853,0.011092904,0.022965707,0.0031208808,0.009731334,0.00074052106],"domain_scores_gemma":[0.81343603,0.13091837,0.028588973,0.007998696,0.01761655,0.0014413298],"candidate_categories":["bibliometrics"],"consensus_categories":[],"category_scores_codex":[0.043401916,0.0017126038,0.010431388,0.19757803,0.0017245552,0.0063155615,0.0027784372,0.0016594502,0.003723385],"category_scores_gemma":[0.13377513,0.0013350657,0.01857377,0.17077407,0.0014501777,0.0052100127,0.0033691048,0.0014097871,0.00042369709],"study_design_candidate":"meta_analysis","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009253708,0.00015540238,0.090692416,0.6354043,0.13475877,0.0006516257,0.004197793,0.0011235387,0.001024592,0.0021248045,0.005707602,0.12323381],"study_design_scores_gemma":[0.00048334888,0.00084686984,0.2677838,0.19747563,0.46920785,0.0015795003,0.0063092886,0.002007687,0.0023534193,0.0031555062,0.048404757,0.00039238916],"about_ca_topic_score_codex":0.011896336,"about_ca_topic_score_gemma":0.019273242,"teacher_disagreement_score":0.802422,"about_ca_system_score_codex":0.0055689346,"about_ca_system_score_gemma":0.016316945,"threshold_uncertainty_score":0.22953397},"labels":[{"model":"gemma","categories":["bibliometrics"],"domain":null,"study_design":"observational","genre":"empirical","about_ca_system":false,"about_ca_topic":false,"confidence":"low"},{"model":"gpt","categories":["bibliometrics"],"domain":null,"study_design":"observational","genre":"empirical","about_ca_system":false,"about_ca_topic":false,"confidence":"high"}],"label_agreement":"agree"},{"id":"W4407681774","doi":"10.1145/3641555.3705093","title":"Building and Sustaining Queer Communities in Computing Education: Activism, Creativity, and Connection","year":2025,"lang":"en","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Ontario Tech University","funders":"","keywords":"Creativity; Queer; Connection (principal bundle); Computer science; Sociology; Mathematics education; Gender studies; Psychology; Engineering; Social psychology","score_opus":0.026526202693257197,"score_gpt":0.3737893390388108,"score_spread":0.3472631363455536,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4407681774","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.4474311,0.0036273897,0.015805528,0.11938545,0.0014407241,0.00046684736,0.0001321545,0.00034745532,0.41136333],"genre_scores_gemma":[0.94155097,0.0015114474,0.0027900275,0.004588949,0.00023512104,0.00018104802,0.000056003053,0.00014832392,0.04893817],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9925223,0.0050671245,0.00006114273,0.0003275965,0.0004834259,0.0015383401],"domain_scores_gemma":[0.9890598,0.0049149278,0.00072816754,0.0007724398,0.0006642791,0.0038603947],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00869264,0.00045559835,0.00029689423,0.001697699,0.023760216,0.016217487,0.0013797166,0.0018621987,0.016258612],"category_scores_gemma":[0.011242037,0.000285705,0.00041762716,0.0011233445,0.025412695,0.008577643,0.01453506,0.0038894317,0.0022489747],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000082172766,0.00019247072,0.00471661,0.00013153984,0.000015427722,0.0006013236,0.7441846,0.00013781745,0.0012084901,0.13578202,0.031219905,0.08172762],"study_design_scores_gemma":[0.00003408704,0.000075182645,0.002123517,0.00025547488,0.000010928171,0.00036594702,0.65536845,0.00030607934,0.0006809493,0.036970895,0.3037777,0.00003082378],"about_ca_topic_score_codex":0.012035656,"about_ca_topic_score_gemma":0.027398363,"teacher_disagreement_score":0.023760216,"about_ca_system_score_codex":0.0046123583,"about_ca_system_score_gemma":0.009072271,"threshold_uncertainty_score":0.05439055},"labels":[],"label_agreement":null},{"id":"W4407681800","doi":"10.1145/3641555.3705095","title":"SIGCSE's Committee on Expanding the Women-in-Computing Community Fine-Tunes Support and Encouragement","year":2025,"lang":"en","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"","keywords":"Computer science","score_opus":0.028078022804855107,"score_gpt":0.3463906214892004,"score_spread":0.3183125986843453,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4407681800","genre_codex":"other","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.002628839,0.028169451,0.008675574,0.34880757,0.22469656,0.0014130047,0.0014786304,0.0020816466,0.38204876],"genre_scores_gemma":[0.011065215,0.019436102,0.0070818146,0.04218337,0.026769869,0.0011629942,0.0014612834,0.0013633674,0.889476],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9920157,0.0018271067,0.00040785468,0.0007874744,0.00319136,0.0017703843],"domain_scores_gemma":[0.9801994,0.002774179,0.00049586914,0.0012595535,0.006620069,0.0086509455],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.019319598,0.0024432137,0.0012017854,0.0021823489,0.006624634,0.009423297,0.0023871344,0.0066165086,0.10475687],"category_scores_gemma":[0.016670104,0.000842109,0.001366628,0.0032690444,0.002958917,0.008274078,0.009579917,0.009257276,0.06052943],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000017327575,0.000030623352,0.00015441219,0.00007447613,0.0000023764112,0.00003172231,0.00025084658,0.000027492619,0.00015601973,0.0023075028,0.9640981,0.032849044],"study_design_scores_gemma":[0.0000028241045,0.0000072116786,0.00011466297,0.000061429484,0.000001540383,0.0000114876575,0.00021117541,0.000011178191,0.000031440402,0.00019405103,0.99934953,0.0000034735451],"about_ca_topic_score_codex":0.013654677,"about_ca_topic_score_gemma":0.02905508,"teacher_disagreement_score":0.10475687,"about_ca_system_score_codex":0.003236795,"about_ca_system_score_gemma":0.01709247,"threshold_uncertainty_score":0.35044664},"labels":[],"label_agreement":null},{"id":"W4407941909","doi":"10.1016/j.tsc.2025.101805","title":"Does ICT matter for complex problem-solving competency? A multilevel analysis of 33 countries and economies","year":2025,"lang":"en","type":"article","venue":"Thinking Skills and Creativity","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"Shanghai Municipal Human Resources and Social Security Bureau; Humanities and Social Sciences Youth Foundation, Ministry of Education of the People's Republic of China; Shanghai Jiao Tong University; Universidade de Macau; Ministry of Education of the People's Republic of China","keywords":"Information and Communications Technology; Multilevel model; Economics; Business; Econometrics; Psychology; Computer science; Statistics; Mathematics","score_opus":0.012362131478938962,"score_gpt":0.3064669278178448,"score_spread":0.29410479633890585,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4407941909","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9988741,0.00020548051,0.00016927242,0.000045454024,0.0000025548695,0.000007152187,0.0002813403,0.00000350947,0.000411198],"genre_scores_gemma":[0.99938333,0.000069858936,0.00010402212,0.000011489141,0.0000017986185,0.000012885131,0.0003162025,0.0000027586325,0.000097750315],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99723357,0.0012562975,0.00016375702,0.00040343605,0.00023328722,0.0007096487],"domain_scores_gemma":[0.9910484,0.0046274983,0.001999922,0.0007455622,0.00079756585,0.0007810765],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025508215,0.00066865265,0.0014732631,0.0029087756,0.0015647358,0.0029433023,0.00091224903,0.00067996955,0.0029474809],"category_scores_gemma":[0.0056610545,0.00062875706,0.0033385218,0.0058159633,0.0017617407,0.0016308374,0.004129226,0.0012248608,0.00030898696],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013157135,0.00008517632,0.99362844,0.00003807428,0.0014716502,0.00015569302,0.0007981876,0.00080324203,0.00008898192,0.00047571867,0.00016460399,0.0021585636],"study_design_scores_gemma":[0.00001643762,0.00014217917,0.99376136,0.00005237128,0.00059149956,0.000070134265,0.0035397676,0.0011334036,0.00008494992,0.00024052497,0.0003496245,0.000017820827],"about_ca_topic_score_codex":0.07600049,"about_ca_topic_score_gemma":0.06356728,"teacher_disagreement_score":0.07600049,"about_ca_system_score_codex":0.0010412927,"about_ca_system_score_gemma":0.0018935916,"threshold_uncertainty_score":0.15111619},"labels":[],"label_agreement":null},{"id":"W4409078362","doi":"10.26685/urncst.852","title":"Women in Science &amp; Engineering (WISE) Conference: 5MT Competition Abstract Collection","year":2025,"lang":"en","type":"article","venue":"Undergraduate Research in Natural and Clinical Science and Technology (URNCST) Journal","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Toronto","funders":"","keywords":"Competition (biology); Computer science; Data science; Biology; Ecology","score_opus":0.07206770573257028,"score_gpt":0.4456206232198367,"score_spread":0.37355291748726643,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4409078362","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.011254269,0.009487517,0.0027004553,0.075521976,0.14080366,0.0026183212,0.026128221,0.0020509479,0.72943467],"genre_scores_gemma":[0.014560454,0.0020258427,0.0010783459,0.0036332568,0.012508309,0.0010424316,0.010344762,0.0008716324,0.953935],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9966757,0.00030603798,0.000113038775,0.0002947304,0.0019624173,0.00064812344],"domain_scores_gemma":[0.9908187,0.00024468283,0.00018449365,0.00024979064,0.0033708282,0.005131451],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.004461805,0.0013755445,0.0012199606,0.0020699638,0.0051426743,0.008613508,0.001990618,0.0024397853,0.4528382],"category_scores_gemma":[0.0046600113,0.0005290146,0.0011129439,0.0015730964,0.000811492,0.0016688927,0.006695952,0.002287568,0.20652819],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000043113985,0.000021316933,0.00007642271,0.000065370805,0.0000014242677,0.000018617498,0.000091766575,0.000013961613,0.00022241479,0.0002757721,0.9906866,0.008483295],"study_design_scores_gemma":[0.000012426188,0.000047304697,0.0013872465,0.00007806704,0.0000013085607,0.0000133299545,0.00026789203,0.000027057113,0.00013109815,0.00015769269,0.9978684,0.000008114789],"about_ca_topic_score_codex":0.011697518,"about_ca_topic_score_gemma":0.04929662,"teacher_disagreement_score":0.4528382,"about_ca_system_score_codex":0.004595875,"about_ca_system_score_gemma":0.007151678,"threshold_uncertainty_score":0.7804599},"labels":[],"label_agreement":null},{"id":"W4409166215","doi":"10.1007/978-3-031-88720-8_36","title":"Mitigating Gender Bias in Information Retrieval Systems","year":2025,"lang":"en","type":"book-chapter","venue":"Lecture notes in computer science","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Toronto Metropolitan University","funders":"","keywords":"Computer science; Information retrieval; Artificial intelligence","score_opus":0.03982877031810694,"score_gpt":0.30069493475340137,"score_spread":0.2608661644352944,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4409166215","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.60607487,0.011998971,0.33298,0.006885939,0.001186934,0.0004097195,0.0011335646,0.001981998,0.03734801],"genre_scores_gemma":[0.92408043,0.0013365068,0.06285513,0.0009871804,0.0008366809,0.0001077396,0.00044821049,0.0003054222,0.009042741],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.98952496,0.006024187,0.00053191057,0.0008235387,0.0025323948,0.0005630584],"domain_scores_gemma":[0.9544141,0.033790078,0.0021332197,0.004077463,0.005143534,0.0004416283],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012665582,0.0006816234,0.0010932111,0.0015171746,0.0013725366,0.002132482,0.00097118376,0.0011748804,0.0064286813],"category_scores_gemma":[0.06628407,0.00048780715,0.00042977367,0.0019610492,0.0010952537,0.004374014,0.0024656642,0.0011078126,0.002224647],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0025298707,0.00046448954,0.040506847,0.00077208993,0.00029772808,0.00028230756,0.002145804,0.014708548,0.04689946,0.035851464,0.016206529,0.83933485],"study_design_scores_gemma":[0.0005396692,0.0025345446,0.07226012,0.00046103244,0.00092517777,0.0015327636,0.004137497,0.53040713,0.1123082,0.21682331,0.05776117,0.00030944432],"about_ca_topic_score_codex":0.0029940144,"about_ca_topic_score_gemma":0.0043253717,"teacher_disagreement_score":0.012665582,"about_ca_system_score_codex":0.0012153046,"about_ca_system_score_gemma":0.0016992115,"threshold_uncertainty_score":0.066982806},"labels":[],"label_agreement":null},{"id":"W4410115885","doi":"10.22329/jtl.v19i2.8771","title":"A New Era of Education: Exploring Teachers' Perspectives on the Utilization of ICT-Based Learning Resources in Schools","year":2025,"lang":"en","type":"article","venue":"Journal of Teaching and Learning","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Information and Communications Technology; Mathematics education; Pedagogy; Sociology; Psychology; Computer science; World Wide Web","score_opus":0.04436154473120726,"score_gpt":0.34803221722590616,"score_spread":0.3036706724946989,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410115885","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98208344,0.0011003743,0.0015196326,0.0037330391,0.000072614544,0.000034887787,0.000027420116,0.000012824198,0.011415858],"genre_scores_gemma":[0.99659926,0.00067096076,0.00039152955,0.00043359245,0.000013971943,0.000021246275,0.00000894793,0.000011326894,0.0018492317],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9892842,0.007583162,0.00035363622,0.00047306367,0.00095092115,0.0013549372],"domain_scores_gemma":[0.9874163,0.00810461,0.0016314283,0.00031087574,0.00093814055,0.0015985771],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0088146785,0.0005106411,0.0007430787,0.0023244824,0.009111411,0.010137578,0.0009961306,0.0019909865,0.0019636613],"category_scores_gemma":[0.010508763,0.00072964444,0.0005222856,0.0015355343,0.010652466,0.00865501,0.0064326483,0.003354706,0.00030504196],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000012074811,0.000024962555,0.0039369566,0.000049809572,0.0000024043914,0.0003130079,0.9911999,0.000012493027,0.00032841167,0.0014337356,0.00014685378,0.002539295],"study_design_scores_gemma":[0.000002226583,0.000023382521,0.0022779694,0.0000815451,0.0000049234945,0.0001799581,0.9895956,0.00002838493,0.00012510577,0.00028443095,0.00738841,0.000008016459],"about_ca_topic_score_codex":0.0063058343,"about_ca_topic_score_gemma":0.009936395,"teacher_disagreement_score":0.010137578,"about_ca_system_score_codex":0.0042600366,"about_ca_system_score_gemma":0.004921574,"threshold_uncertainty_score":0.04661703},"labels":[],"label_agreement":null},{"id":"W4411657444","doi":"10.51847/wprrixh","title":"10.51847/WPrRiXH","year":2000,"lang":"en","type":"article","venue":"Time to knit","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Personal development; Social anxiety; Anxiety; Social skills; Personal computer; Applied psychology; Developmental psychology; Medical education; Computer science; Medicine; Psychotherapist; Psychiatry","score_opus":0.010906158068192201,"score_gpt":0.2443309160411666,"score_spread":0.2334247579729744,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4411657444","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00068081106,0.00022151475,0.0012234385,0.0005583416,0.00028464384,0.000059357266,0.0010325819,0.0014422925,0.9944969],"genre_scores_gemma":[0.0020473143,0.00015796395,0.00054584607,0.0001953886,0.00004969518,0.000031247244,0.00052017835,0.00026966713,0.99618274],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9997435,0.000024215995,0.000020126257,0.00006764602,0.00009556007,0.00004893207],"domain_scores_gemma":[0.99938357,0.00015104075,0.000039459806,0.00016357508,0.0001196103,0.00014273613],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0004873405,0.0009373798,0.00049425353,0.0018024626,0.0009025202,0.0026192414,0.0010117226,0.0020049557,0.96092093],"category_scores_gemma":[0.001123368,0.00042095548,0.000421063,0.0013714326,0.0006786786,0.0024354476,0.0022881746,0.0010728197,0.960451],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010820364,0.00014379248,0.00059929193,0.00027068058,0.000010731221,0.00020350463,0.00015455176,0.00012991771,0.0018278514,0.009206642,0.3418164,0.6455285],"study_design_scores_gemma":[0.000022751097,0.000031626918,0.00091582496,0.00012265651,0.0000066796883,0.00023656305,0.00013072403,0.00013440257,0.00071296334,0.0014387917,0.9962381,0.000008767014],"about_ca_topic_score_codex":0.0026302326,"about_ca_topic_score_gemma":0.0021963667,"teacher_disagreement_score":0.03907907,"about_ca_system_score_codex":0.000648729,"about_ca_system_score_gemma":0.00050035806,"threshold_uncertainty_score":0.05574149},"labels":[],"label_agreement":null},{"id":"W4411726917","doi":"10.1109/geicse66911.2025.00012","title":"Detecting Gender Bias to Enhance Inclusivity in Software Engineering Education","year":2025,"lang":"en","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University","funders":"Natural Sciences and Engineering Research Council of Canada","keywords":"Computer science; Gender bias; Software; Software engineering; Operating system; Psychology; Social psychology","score_opus":0.0224235374951885,"score_gpt":0.361815392669469,"score_spread":0.3393918551742805,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4411726917","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"incentives","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":"incentives","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9374526,0.0006721349,0.043338623,0.0007876612,0.00022446168,0.0006120071,0.00065001484,0.00024678095,0.016015697],"genre_scores_gemma":[0.95011705,0.0003384686,0.04445018,0.00034916616,0.00009020954,0.0005416712,0.00047904951,0.00011552576,0.0035187851],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9943668,0.0025764608,0.0005272916,0.0006892533,0.0014589524,0.00038124656],"domain_scores_gemma":[0.9632837,0.021325784,0.0067989165,0.0022159663,0.0055676987,0.0008080194],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.009292587,0.0005383531,0.0004464388,0.003008944,0.0012038465,0.0026718802,0.0004887228,0.0005628877,0.0052975668],"category_scores_gemma":[0.04425646,0.00023324837,0.00044401368,0.0018626214,0.0008554021,0.001982166,0.0020188938,0.00058174337,0.0017728733],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.001280784,0.00070363027,0.38110754,0.000939003,0.00010251052,0.00036533462,0.044186506,0.0005038555,0.04784065,0.006066627,0.005015972,0.5118876],"study_design_scores_gemma":[0.00012157797,0.0016460131,0.78939277,0.0012199709,0.00026549198,0.00088009675,0.056780163,0.0072526145,0.06651927,0.01810783,0.057569038,0.00024511528],"about_ca_topic_score_codex":0.0018550273,"about_ca_topic_score_gemma":0.005045783,"teacher_disagreement_score":0.9907074,"about_ca_system_score_codex":0.00071945274,"about_ca_system_score_gemma":0.0015673431,"threshold_uncertainty_score":0.049144506},"labels":[],"label_agreement":null},{"id":"W4413199842","doi":"10.3102/ip.25.2197288","title":"Centering Deep Care Among Newcomer Siblings-of-Color: Countering Hegemonic Frames of Doing Gender in Computing Education (Poster 24)","year":2025,"lang":"en","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Hegemony; Computer science; Psychology; Multimedia; Political science; Law","score_opus":0.017003994232867498,"score_gpt":0.33714768831324327,"score_spread":0.3201436940803758,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4413199842","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5025899,0.001417767,0.008802909,0.2600889,0.0045651845,0.000083138984,0.00002774077,0.000084747146,0.22233984],"genre_scores_gemma":[0.95106065,0.00031043898,0.0015732906,0.014683041,0.00021964182,0.000043809465,0.0000073166048,0.00006616571,0.032035753],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99521565,0.002562876,0.00003566351,0.00033365615,0.00049322285,0.0013589466],"domain_scores_gemma":[0.9937975,0.0018561285,0.00035183394,0.00036108194,0.00071501016,0.0029184837],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009000132,0.00044274743,0.0002944174,0.00051658606,0.021065412,0.0061612586,0.0013271645,0.003718425,0.010920602],"category_scores_gemma":[0.009306174,0.00022475129,0.00035158318,0.00030465887,0.024002885,0.0051866514,0.010480014,0.010752363,0.0006914213],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008251446,0.00015142078,0.005804311,0.00004104556,0.00001339971,0.0012793551,0.5257514,0.000096583964,0.0015433492,0.39999688,0.035002742,0.030237028],"study_design_scores_gemma":[0.000054451637,0.0001523695,0.0033843666,0.00024272993,0.0000362632,0.00085076026,0.6254509,0.0003624137,0.0018571259,0.07079751,0.2967603,0.000050716528],"about_ca_topic_score_codex":0.02686334,"about_ca_topic_score_gemma":0.08587477,"teacher_disagreement_score":0.02686334,"about_ca_system_score_codex":0.0074917516,"about_ca_system_score_gemma":0.014995213,"threshold_uncertainty_score":0.054356694},"labels":[],"label_agreement":null},{"id":"W4413885768","doi":"10.64782/istlj22272131","title":"Teknolojik Erişimin Sosyoekonomik Etkenlerle Kesişimi: Öğrencilerin Eğitim Başarısı ve Motivasyonu Üzerine Bir İnceleme","year":2025,"lang":"tr","type":"article","venue":"International Society that Learn Journal","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Earl Haig Secondary School","funders":"","keywords":"Psychology; Humanities; Philosophy","score_opus":0.031113092314552192,"score_gpt":0.3220057261390579,"score_spread":0.29089263382450575,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4413885768","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7861817,0.011827329,0.01350945,0.010552698,0.0005549279,0.00026867338,0.0010166685,0.00015294764,0.17593557],"genre_scores_gemma":[0.96326137,0.005246979,0.004421664,0.00046759256,0.00007643021,0.00012029368,0.0004771011,0.00003343195,0.025895122],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9986992,0.00038101053,0.0000711209,0.0001705887,0.00040231837,0.00027582725],"domain_scores_gemma":[0.99805945,0.0005080245,0.00036437574,0.00009169333,0.00064862537,0.00032773448],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016870719,0.0006604229,0.0005940874,0.0012740338,0.001962529,0.004475787,0.00066407723,0.0010769961,0.016072871],"category_scores_gemma":[0.0034131052,0.00029672953,0.00062268256,0.0017364969,0.0017754608,0.002769992,0.00251994,0.0016872253,0.001854749],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00085623504,0.00091862894,0.30348912,0.0041551474,0.00044194993,0.0025707332,0.051027253,0.0044681192,0.0054882616,0.11686418,0.031169599,0.47855076],"study_design_scores_gemma":[0.00007036632,0.00058456935,0.57618725,0.0028215877,0.00036140977,0.0012790862,0.14408143,0.00419413,0.0043305503,0.03969606,0.22615188,0.0002415965],"about_ca_topic_score_codex":0.0173713,"about_ca_topic_score_gemma":0.025540648,"teacher_disagreement_score":0.0173713,"about_ca_system_score_codex":0.0033134648,"about_ca_system_score_gemma":0.005469822,"threshold_uncertainty_score":0.05376911},"labels":[],"label_agreement":null},{"id":"W4414872686","doi":"10.1145/3736251.3754330","title":"Hands-on Strategies for Teaching Social and Societal Impacts of Computing","year":2025,"lang":"en","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"British Columbia Institute of Technology","funders":"National Science Foundation","keywords":"Viewpoints; Agency (philosophy); Experiential learning; Societal impact of nanotechnology; Bridge (graph theory); Cognitive reframing; Flexibility (engineering); Empathy","score_opus":0.03534427821697435,"score_gpt":0.40934108411410347,"score_spread":0.37399680589712914,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414872686","genre_codex":"other","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.08978577,0.0039545763,0.27650633,0.026898913,0.005307896,0.0035034535,0.00023231386,0.0025157763,0.591295],"genre_scores_gemma":[0.42097712,0.008760271,0.22031157,0.01374337,0.0016722409,0.0061777025,0.000494863,0.0013235582,0.32653925],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9975756,0.0012375409,0.000060703554,0.00029915717,0.00039520249,0.00043187806],"domain_scores_gemma":[0.9961056,0.002368842,0.0001229918,0.0002833573,0.00017176052,0.00094737957],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032267636,0.0018410919,0.0004526176,0.0014481132,0.00250785,0.0039393418,0.0031873493,0.0037497391,0.06056366],"category_scores_gemma":[0.006584109,0.000407429,0.0009838018,0.0005256102,0.0043188543,0.004483314,0.012480446,0.0042701093,0.0136382915],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00041449154,0.0044890437,0.0010824839,0.0019372576,0.00005076542,0.001359909,0.051317975,0.002434257,0.024332726,0.1489574,0.15002136,0.61360246],"study_design_scores_gemma":[0.00021210022,0.0009918158,0.0017168963,0.0014002902,0.000042025113,0.0012782537,0.022342147,0.0020048975,0.008839883,0.10823644,0.8528453,0.00008993419],"about_ca_topic_score_codex":0.00026526596,"about_ca_topic_score_gemma":0.0011355295,"teacher_disagreement_score":0.06056366,"about_ca_system_score_codex":0.0012467091,"about_ca_system_score_gemma":0.001326604,"threshold_uncertainty_score":0.2026056},"labels":[],"label_agreement":null},{"id":"W4414879404","doi":"10.31234/osf.io/a28sq_v1","title":"Assessing Media and Science Literacy in Adults: A Scoping Review of Existing Assessment Tools","year":2025,"lang":"en","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Fonds de Recherche du Québec - Santé","keywords":"Misinformation; Context (archaeology); Public awareness of science; Digital literacy; Inclusion (mineral); Scientific literacy; Media literacy; Digital media; Information literacy","score_opus":0.09576904016774719,"score_gpt":0.5082018576380688,"score_spread":0.4124328174703216,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414879404","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":"methods","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":"methods","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0015908359,0.9945604,0.0007259176,0.0005400836,0.00014608788,0.00076321745,0.0005294655,0.000015105669,0.0011288427],"genre_scores_gemma":[0.010538644,0.98360205,0.0027804368,0.0005010438,0.00008801659,0.0018494925,0.00047052195,0.000011707844,0.00015804326],"study_design_codex":"systematic_review","study_design_gemma":"systematic_review","domain_scores_codex":[0.9802848,0.005549238,0.009935251,0.00096532464,0.002971853,0.0002935047],"domain_scores_gemma":[0.87930304,0.100788355,0.0098182615,0.0014266255,0.008201251,0.0004625115],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.030746091,0.0016325077,0.0049526882,0.034202423,0.0011727739,0.0046375142,0.0020749972,0.0023786474,0.0040541105],"category_scores_gemma":[0.11242255,0.0012639324,0.0060014557,0.02415902,0.0018286627,0.0056335763,0.00331455,0.0015656494,0.00057158474],"study_design_candidate":"systematic_review","study_design_consensus":"systematic_review","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014332801,0.0000614709,0.0025892053,0.67508984,0.0020861672,0.00011662969,0.0014740085,0.00013515558,0.00018900994,0.0009218679,0.0025659292,0.31462747],"study_design_scores_gemma":[0.000030556133,0.00010350935,0.00361004,0.9623654,0.0070952275,0.00021652722,0.0008377061,0.00006889715,0.00019190091,0.0004999341,0.024951294,0.000029076728],"about_ca_topic_score_codex":0.0073683155,"about_ca_topic_score_gemma":0.016397955,"teacher_disagreement_score":0.9692539,"about_ca_system_score_codex":0.0033482572,"about_ca_system_score_gemma":0.015137359,"threshold_uncertainty_score":0.16260278},"labels":[],"label_agreement":null},{"id":"W4415444634","doi":"10.22329/jtl.v19i4.10056","title":"Examining the Potential Benefits and Ethical Risks of GenAI in Lesson Planning: A TAM Approach","year":2025,"lang":"en","type":"article","venue":"Journal of Teaching and Learning","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Transformative learning; Relevance (law); Construct (python library); Perception; Ethical issues; Ethical decision","score_opus":0.09842417323340465,"score_gpt":0.393348118429573,"score_spread":0.2949239451961684,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4415444634","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.92083246,0.0005124883,0.04119177,0.0030724355,0.000041409603,0.00051200326,0.000089050074,0.00004635564,0.03370199],"genre_scores_gemma":[0.9878165,0.0003234551,0.010669867,0.00013764434,0.000005553418,0.00027938565,0.00001409006,0.0000052865093,0.00074821047],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99233055,0.0056203636,0.00023512136,0.00028982933,0.0011204493,0.00040351276],"domain_scores_gemma":[0.9639919,0.030155666,0.0025111542,0.00084961747,0.0018981118,0.0005936384],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009760104,0.0006280991,0.00031791316,0.0020352972,0.0014372345,0.00391957,0.0006822779,0.0008015323,0.0023814724],"category_scores_gemma":[0.019149464,0.00043745385,0.0007101372,0.001565124,0.0037647625,0.0039997157,0.002558189,0.0017563258,0.00021457388],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002542249,0.000815742,0.26025158,0.0017546371,0.00023671724,0.001573298,0.39347354,0.002984943,0.006259909,0.11660168,0.0010123162,0.21478139],"study_design_scores_gemma":[0.00010617305,0.0025697437,0.14888501,0.0030015293,0.0005548119,0.0021381287,0.7163923,0.0213992,0.007871155,0.06344484,0.033446714,0.0001905477],"about_ca_topic_score_codex":0.0014744498,"about_ca_topic_score_gemma":0.0028585896,"teacher_disagreement_score":0.009760104,"about_ca_system_score_codex":0.0022847806,"about_ca_system_score_gemma":0.004993982,"threshold_uncertainty_score":0.051616967},"labels":[],"label_agreement":null},{"id":"W4415712497","doi":"10.4018/979-8-3373-4257-3.ch012","title":"Women and Digital Transformation","year":2025,"lang":"ng","type":"book-chapter","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"SAIT Polytechnic","funders":"","keywords":"Voting; Inequality; Digital transformation; Diversity (politics); Face (sociological concept); Action (physics); Gender inequality; Politics","score_opus":0.018125961784880615,"score_gpt":0.2632489933822241,"score_spread":0.24512303159734344,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4415712497","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0025872316,0.025363265,0.0006320844,0.01298048,0.001367344,0.000029636656,0.000046210047,0.000053344298,0.9569405],"genre_scores_gemma":[0.0982605,0.027816216,0.0009436548,0.00824792,0.0009765731,0.00008358499,0.00008775226,0.00008578352,0.86349803],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9994771,0.00019190677,0.000011287391,0.00006641938,0.00013484158,0.00011836595],"domain_scores_gemma":[0.9997805,0.00009064441,0.000017076743,0.000024983947,0.000033128796,0.000053781398],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005466684,0.00049564365,0.00024614835,0.0008134867,0.0039964193,0.0077753584,0.0005665964,0.0016929044,0.029217152],"category_scores_gemma":[0.00094667193,0.00014714849,0.00021840027,0.0011504118,0.0066915927,0.0042984653,0.0031101997,0.0018103729,0.0059275785],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000009815727,0.000017254793,0.00017905488,0.00008876862,0.0000020235198,0.00010802002,0.008894514,0.000050494924,0.0001337011,0.8475437,0.08512975,0.057842858],"study_design_scores_gemma":[0.0000013387017,0.000004566492,0.00011936106,0.00010207448,0.0000011277901,0.000057839912,0.0016182119,0.000013285506,0.000069295194,0.027764829,0.9702461,0.0000020499224],"about_ca_topic_score_codex":0.0039672717,"about_ca_topic_score_gemma":0.0062977537,"teacher_disagreement_score":0.029217152,"about_ca_system_score_codex":0.0037345507,"about_ca_system_score_gemma":0.0026823618,"threshold_uncertainty_score":0.09774113},"labels":[],"label_agreement":null},{"id":"W571461015","doi":"","title":"L'incidence de l'utilisation de l'ordinateur a des fins personnelles sur la motivation et l'engagement scolaire","year":2011,"lang":"fr","type":"dissertation","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Université de Montréal","funders":"","keywords":"Context (archaeology); Psychology; Information and Communications Technology; Subject matter; Computer literacy; Subject (documents); Mathematics education; Pedagogy; Curriculum; Computer science; Library science; Geography","score_opus":0.05831194888591909,"score_gpt":0.3270242330661991,"score_spread":0.26871228418028004,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W571461015","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9913782,0.0010035295,0.00038213865,0.0007788673,0.000049266735,0.000015270318,0.0002781205,0.000018162546,0.006096373],"genre_scores_gemma":[0.9945856,0.00056026207,0.00016781333,0.0000624245,0.000055839835,0.000027277354,0.00013987084,0.000009973868,0.0043910486],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9965436,0.0011250314,0.00022395769,0.00035713363,0.0010263867,0.00072390883],"domain_scores_gemma":[0.98419917,0.0066203284,0.004885809,0.00049563753,0.0020027484,0.0017963741],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024746668,0.00029383105,0.00035803585,0.0016544124,0.00066803227,0.0019965903,0.00081513874,0.0012223102,0.009084543],"category_scores_gemma":[0.012449999,0.00025279698,0.00080463086,0.0012574171,0.00063624425,0.0011886876,0.0011834512,0.001697914,0.0014504375],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013688215,0.0001725786,0.9630754,0.00009001803,0.000083419254,0.00015741716,0.0026238812,0.00013465247,0.00035728604,0.00057153316,0.0007857561,0.031811163],"study_design_scores_gemma":[0.000004967587,0.00014712277,0.994255,0.000058073732,0.000023722208,0.00015453887,0.0019360036,0.0002383306,0.00013598902,0.0000820893,0.002953679,0.000010658311],"about_ca_topic_score_codex":0.01946573,"about_ca_topic_score_gemma":0.018424546,"teacher_disagreement_score":0.01946573,"about_ca_system_score_codex":0.0013473353,"about_ca_system_score_gemma":0.0013564876,"threshold_uncertainty_score":0.038704872},"labels":[],"label_agreement":null},{"id":"W571613088","doi":"","title":"The IASTED International Conference on Education and Technology, July 4-6, 2005, Calgary, AB, Canada","year":2005,"lang":"en","type":"book","venue":"ACTA Press eBooks","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Political science; Geography; Library science; Regional science; Computer science","score_opus":0.027327050040551252,"score_gpt":0.29854881146650514,"score_spread":0.2712217614259539,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W571613088","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0069947476,0.049215723,0.013292952,0.011747956,0.020868557,0.00020280216,0.003033702,0.0013690774,0.8932744],"genre_scores_gemma":[0.010993046,0.020731948,0.0032929955,0.00030844714,0.00031139684,0.000042966556,0.0021187246,0.00024061529,0.9619599],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99846786,0.00012882128,0.0000412744,0.000081912134,0.0010589322,0.00022110563],"domain_scores_gemma":[0.99819773,0.00015117002,0.00003139656,0.00010988019,0.0011484477,0.00036141582],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019567274,0.0013498224,0.0011950555,0.001958036,0.0024892727,0.0075935414,0.0012195412,0.0014695346,0.12123281],"category_scores_gemma":[0.0029148199,0.00058061606,0.0004433357,0.0026665397,0.0011490849,0.0021846853,0.0019463383,0.0019672024,0.049133636],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000048169586,0.00006325322,0.0008109107,0.00012324432,0.000007906934,0.00007128699,0.00031371464,0.0005226628,0.00030404254,0.0056668627,0.8477522,0.14431576],"study_design_scores_gemma":[0.0000047391545,0.000010554027,0.0008886013,0.00018022077,0.000008359965,0.000055829678,0.00053774845,0.0003258674,0.00030480794,0.0008535125,0.9968202,0.000009573255],"about_ca_topic_score_codex":0.36730286,"about_ca_topic_score_gemma":0.61071193,"teacher_disagreement_score":0.6326971,"about_ca_system_score_codex":0.0063409046,"about_ca_system_score_gemma":0.020404913,"threshold_uncertainty_score":0.7303299},"labels":[],"label_agreement":null},{"id":"W577094257","doi":"","title":"'Women in Computing' as Problematic: Gender, Ethics and Identity in University Computer Science Education","year":2010,"lang":"en","type":"dissertation","venue":"Library and Archives Canada (Government of Canada)","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Ethnography; Sociology; Governmentality; Identity (music); Gender studies; Field (mathematics); Social science; Pedagogy; Public relations; Political science; Law","score_opus":0.007825243012068273,"score_gpt":0.23258009526878634,"score_spread":0.22475485225671807,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W577094257","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8928348,0.0034109992,0.001250834,0.03516057,0.00031642462,0.00005668862,0.00004061047,0.000023664123,0.06690544],"genre_scores_gemma":[0.9897956,0.0008952351,0.0001709437,0.0019262288,0.000058687638,0.00003168271,0.0000084358935,0.000019265473,0.0070939423],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9878869,0.0075509255,0.00017336875,0.00056457275,0.0015889902,0.0022352773],"domain_scores_gemma":[0.9919045,0.003946541,0.0011843354,0.00023528504,0.0006832342,0.0020460957],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0095076915,0.0005343823,0.00079401396,0.0024338542,0.037187602,0.02098455,0.0018124784,0.0029124331,0.003599874],"category_scores_gemma":[0.011022867,0.00043602378,0.00020426564,0.003232569,0.057584647,0.007037939,0.010647627,0.003986418,0.00036204568],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000011458131,0.000012794433,0.0034305018,0.000015823065,0.0000011785563,0.00014358763,0.9782867,0.000011018967,0.0001104044,0.013216904,0.0009853329,0.0037742914],"study_design_scores_gemma":[0.000001754921,0.000012717103,0.0028866397,0.000054402,0.0000017076941,0.000088162815,0.9746514,0.000027750522,0.00006117346,0.0013756797,0.020830702,0.000007969225],"about_ca_topic_score_codex":0.21572167,"about_ca_topic_score_gemma":0.26449177,"teacher_disagreement_score":0.21572167,"about_ca_system_score_codex":0.022144636,"about_ca_system_score_gemma":0.02270193,"threshold_uncertainty_score":0.42893207},"labels":[],"label_agreement":null},{"id":"W588343311","doi":"","title":"Teachers and Principals Share Their Views on a Government-Initiated Dedicated Notebook Computer Project","year":2008,"lang":"en","type":"article","venue":"E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Ontario Tech University; Mount Allison University","funders":"","keywords":"Government (linguistics); Public relations; Mathematics education; Computer science; Business; Political science; Management; Psychology; Economics","score_opus":0.20526151668642975,"score_gpt":0.3528472348602064,"score_spread":0.14758571817377666,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W588343311","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.22385295,0.0027859174,0.0063661267,0.5409168,0.01650524,0.0004336263,0.0007926427,0.00031124504,0.20803548],"genre_scores_gemma":[0.54726833,0.0020754912,0.0024561351,0.04735895,0.0037641346,0.00040030005,0.000225259,0.00052349025,0.39592788],"study_design_codex":"not_applicable","study_design_gemma":"qualitative","domain_scores_codex":[0.9893907,0.00379391,0.00025436984,0.0006061271,0.0025929054,0.003362061],"domain_scores_gemma":[0.96777034,0.008498245,0.0019134085,0.0015451759,0.007284458,0.012988521],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0066507556,0.00052958017,0.00047942976,0.0010971057,0.0126862535,0.008168583,0.00156894,0.007205953,0.022988549],"category_scores_gemma":[0.020166744,0.0004122012,0.00027260598,0.0013129509,0.0037584244,0.002223535,0.0046869693,0.007919645,0.0035809882],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003748523,0.0005198052,0.0127394805,0.00033536222,0.000035454395,0.002579607,0.16360676,0.00039572004,0.010778546,0.033571694,0.7038514,0.0712114],"study_design_scores_gemma":[0.000015242786,0.000090208814,0.006610271,0.000087474495,0.000011513431,0.00038545346,0.16278179,0.0001335646,0.0018439657,0.00078474137,0.82722116,0.000034579734],"about_ca_topic_score_codex":0.0060074558,"about_ca_topic_score_gemma":0.018297743,"teacher_disagreement_score":0.022988549,"about_ca_system_score_codex":0.0038980835,"about_ca_system_score_gemma":0.004975955,"threshold_uncertainty_score":0.076904416},"labels":[],"label_agreement":null},{"id":"W64553357","doi":"10.29173/slw6826","title":"Connecting Teacher Librarians for Technology Integration Leadership","year":2001,"lang":"en","type":"article","venue":"School Libraries Worldwide","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":28,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Technology integration; Information technology; Pedagogy; Knowledge management; Educational technology; Sociology; Mathematics education; Psychology; Computer science","score_opus":0.07252666699350147,"score_gpt":0.31553211934135594,"score_spread":0.24300545234785448,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W64553357","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.01734555,0.013321305,0.012482455,0.49340433,0.016063506,0.0004487921,0.00021723063,0.0031153713,0.44360134],"genre_scores_gemma":[0.12556896,0.011152251,0.014263077,0.05710429,0.008767472,0.00049363164,0.0004540705,0.0011022433,0.78109396],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99325186,0.0034130772,0.0004791913,0.00037808876,0.0015724264,0.0009054183],"domain_scores_gemma":[0.9730137,0.0040623276,0.0018715579,0.0014079071,0.007398655,0.012245818],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0053353934,0.00041002646,0.00033679273,0.0027061251,0.008141988,0.01309622,0.00081073993,0.004755913,0.15855351],"category_scores_gemma":[0.024317525,0.00043906,0.0002791987,0.0025141493,0.0012169901,0.009186825,0.0058281324,0.0037387845,0.054184414],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000032191965,0.00019291819,0.003248264,0.00023688734,0.000007584002,0.0006009283,0.0049211523,0.000044317727,0.0005237852,0.011540443,0.8016063,0.17704521],"study_design_scores_gemma":[0.000013523669,0.000027357617,0.0007044589,0.00008533847,0.000005228712,0.00029743818,0.0034499746,0.000055071818,0.00019243688,0.0015964903,0.9935644,0.000008241575],"about_ca_topic_score_codex":0.0018836823,"about_ca_topic_score_gemma":0.0043880222,"teacher_disagreement_score":0.15855351,"about_ca_system_score_codex":0.0023948231,"about_ca_system_score_gemma":0.01481342,"threshold_uncertainty_score":0.53041434},"labels":[],"label_agreement":null},{"id":"W6905776359","doi":"10.15468/dl.wnaje3","title":"Occurrence Download","year":2022,"lang":"en","type":"dataset","venue":"Global Biodiversity Information Facility","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Matching (statistics); Download; Range (aeronautics); State (computer science); Identification (biology)","score_opus":0.02214566974098118,"score_gpt":0.2662172278739329,"score_spread":0.24407155813295175,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6905776359","genre_codex":"dataset","genre_gemma":"dataset","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"dataset","genre_consensus":"dataset","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.000052988617,0.000029379167,0.000047004047,0.00003537598,0.000013347411,0.000005633784,0.9988047,0.00037217015,0.00063932664],"genre_scores_gemma":[0.00016088887,0.00003313531,0.00021241729,0.00004576765,0.0000035746602,0.000043069256,0.99890673,0.00012779816,0.0004665481],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99896693,0.00015103568,0.00013138511,0.00036960663,0.00022073335,0.00016027542],"domain_scores_gemma":[0.9977465,0.00063505594,0.00022483747,0.00057864666,0.00054508704,0.0002698325],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.000968266,0.0021086491,0.001514092,0.0048131617,0.00097548566,0.0023958145,0.0028141781,0.0020604588,0.1283349],"category_scores_gemma":[0.0054225596,0.0008887334,0.001185334,0.009177177,0.00048248874,0.0021294218,0.0024366665,0.0020267158,0.19162059],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000033181946,0.000013669433,0.00041926588,0.0005196103,0.000014604392,0.00001557036,0.000022462586,0.00014267885,0.00011313693,0.00038126533,0.9968593,0.0014653341],"study_design_scores_gemma":[0.00008077688,0.000009906391,0.0018719425,0.00017158034,0.000013809441,0.000041196014,0.0000684344,0.00017801626,0.00018905166,0.00082123035,0.99653554,0.000018378738],"about_ca_topic_score_codex":0.019732926,"about_ca_topic_score_gemma":0.035340093,"teacher_disagreement_score":0.8716651,"about_ca_system_score_codex":0.001569336,"about_ca_system_score_gemma":0.0022408853,"threshold_uncertainty_score":0.42932302},"labels":[],"label_agreement":null},{"id":"W6925157273","doi":"10.17611/dp/12740165","title":"Magnetotelluric Transfer Functions","year":2016,"lang":"en","type":"other","venue":"NSF Seismological Facility for the Advancement of Geoscience (SAGE)","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Geological Survey of Canada","funders":"","keywords":"Magnetotellurics; Transfer function; Field (mathematics); Transfer (computing); Interpretation (philosophy)","score_opus":0.03492633135567321,"score_gpt":0.3215057055832724,"score_spread":0.2865793742275992,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6925157273","genre_codex":"methods","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.005570773,0.0006401576,0.6640327,0.0007199751,0.00080307457,0.00012907913,0.004455507,0.010677824,0.31297097],"genre_scores_gemma":[0.13077226,0.0012490028,0.11941575,0.00037620703,0.00052507734,0.0002403642,0.01021812,0.0030470951,0.73415613],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.999524,0.000053422646,0.000014427106,0.00009657737,0.00025527386,0.000056391127],"domain_scores_gemma":[0.99957246,0.00004251809,0.000030843406,0.00012277783,0.00020060207,0.0000308799],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004962793,0.001302075,0.00048507878,0.0013849502,0.00067660137,0.0018961185,0.001370796,0.0012594956,0.096935846],"category_scores_gemma":[0.00170069,0.0002972381,0.00045749385,0.0017100346,0.0004064448,0.0015682575,0.0013292561,0.0009236205,0.10139558],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019430756,0.00009103504,0.0007654596,0.00018063589,0.000025548885,0.00014928685,0.000115086106,0.013667757,0.02631526,0.111487605,0.17412774,0.67288035],"study_design_scores_gemma":[0.000058301575,0.000097347605,0.0026186153,0.00009808585,0.000038351533,0.000557767,0.00009615862,0.07367552,0.061449956,0.050345283,0.8108605,0.000104140956],"about_ca_topic_score_codex":0.0016971356,"about_ca_topic_score_gemma":0.002030729,"teacher_disagreement_score":0.096935846,"about_ca_system_score_codex":0.0007306457,"about_ca_system_score_gemma":0.0009976798,"threshold_uncertainty_score":0.3242827},"labels":[],"label_agreement":null},{"id":"W6925902765","doi":"10.18739/a2kw57j87","title":"Collaborative Research: Sensitivity of Circum-Arctic Peatland Carbon to Holocene Warm Climates and Climate Seasonality","year":2015,"lang":"en","type":"dataset","venue":"California Digital Library","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Holocene; Peat; Arctic; Climate change; Climate sensitivity; Global warming; Seasonality; Holocene climatic optimum","score_opus":0.043144778024604084,"score_gpt":0.33593004095657975,"score_spread":0.29278526293197565,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6925902765","genre_codex":"empirical","genre_gemma":"dataset","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"dataset","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9307845,0.0036104145,0.008121032,0.021471433,0.001056998,0.00037465492,0.00444828,0.0003329888,0.029799718],"genre_scores_gemma":[0.97794926,0.0031092898,0.003986156,0.0023104164,0.00055786915,0.0002809434,0.0023268035,0.00008577193,0.009393622],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.99778616,0.0007971242,0.00010031605,0.00070293254,0.000463358,0.00015011503],"domain_scores_gemma":[0.98964965,0.0042934595,0.001091554,0.00092716486,0.002836567,0.001201636],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0065623717,0.00048453166,0.00047532978,0.00086927466,0.0013930505,0.0013624837,0.0010999899,0.0010576803,0.0033186455],"category_scores_gemma":[0.012758936,0.00021372447,0.00073616265,0.0015669992,0.0006777601,0.0014237997,0.0021552027,0.0010957364,0.0004972725],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.003344338,0.0015478528,0.5396559,0.001247411,0.0016264529,0.0012067341,0.013134783,0.031191248,0.041590735,0.010011499,0.09027275,0.2651703],"study_design_scores_gemma":[0.00044489984,0.0017428105,0.8603076,0.00028981763,0.0010395449,0.0005000255,0.010931753,0.020102559,0.03302895,0.011624345,0.059655514,0.00033217296],"about_ca_topic_score_codex":0.042760048,"about_ca_topic_score_gemma":0.031746842,"teacher_disagreement_score":0.042760048,"about_ca_system_score_codex":0.0012273174,"about_ca_system_score_gemma":0.0016833207,"threshold_uncertainty_score":0.08502233},"labels":[],"label_agreement":null},{"id":"W6930711159","doi":"10.5281/zenodo.14841476","title":"NRGRank_supplementary","year":2025,"lang":"en","type":"dataset","venue":"Zenodo (CERN European Organization for Nuclear Research)","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Montréal","funders":"","keywords":"Process (computing); Identification (biology); Product (mathematics)","score_opus":0.03426832009806867,"score_gpt":0.31419177968444445,"score_spread":0.27992345958637577,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6930711159","genre_codex":"dataset","genre_gemma":"dataset","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"dataset","genre_consensus":"dataset","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.000053247277,0.000042763484,0.00005278496,0.000051679366,0.00003581162,0.000008881954,0.9987286,0.00045103146,0.00057522964],"genre_scores_gemma":[0.00021852518,0.000046877387,0.0002763793,0.000073629155,0.000012863957,0.00007103668,0.9977658,0.00021142125,0.0013234152],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9983941,0.00026873368,0.00013821146,0.0005589424,0.00035629788,0.00028373027],"domain_scores_gemma":[0.99605006,0.0013797478,0.0002918805,0.0009960665,0.00076625455,0.0005160168],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0015437338,0.004110909,0.0020095366,0.005681547,0.001209312,0.004209857,0.0034810912,0.003971689,0.3647659],"category_scores_gemma":[0.009029636,0.0013442662,0.0022784488,0.0067147156,0.00093950116,0.00211901,0.002896047,0.0024410158,0.36871523],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003406699,0.000016290309,0.00019053611,0.00034412774,0.000017332575,0.000009194646,0.000011874179,0.00021558185,0.00005914524,0.00023391614,0.9977198,0.0011481169],"study_design_scores_gemma":[0.00045752584,0.000029962097,0.0017848156,0.00026668762,0.000044598244,0.00005031095,0.00007831104,0.00070807524,0.0003465936,0.0023383417,0.9938474,0.000047286343],"about_ca_topic_score_codex":0.026006091,"about_ca_topic_score_gemma":0.0446333,"teacher_disagreement_score":0.6352341,"about_ca_system_score_codex":0.0018941108,"about_ca_system_score_gemma":0.0033501927,"threshold_uncertainty_score":0.9060843},"labels":[],"label_agreement":null},{"id":"W6967599990","doi":"10.5281/zenodo.10797173","title":"StandICT Webinar_Women in ICT Standardisation, third edition - Slides","year":2024,"lang":"en","type":"article","venue":"Zenodo (CERN European Organization for Nuclear Research)","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Adidas (Canada)","funders":"European Commission","keywords":"Inclusion (mineral); Information and Communications Technology; European union; Work (physics); Session (web analytics); Equity (law)","score_opus":0.03606873672282108,"score_gpt":0.3047734962531992,"score_spread":0.26870475953037815,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6967599990","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0029452613,0.012964446,0.0050929897,0.022574726,0.039741985,0.00037747153,0.008044221,0.00479037,0.90346855],"genre_scores_gemma":[0.00882421,0.0045700003,0.0015910395,0.0038552375,0.005772242,0.00025417272,0.0045195846,0.002291299,0.96832216],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99930215,0.00013191653,0.000028700846,0.000076748875,0.0003126542,0.00014780984],"domain_scores_gemma":[0.9988236,0.00030635842,0.00006129395,0.00010106666,0.00033093413,0.00037681972],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0011653794,0.0009911016,0.00064108334,0.0014705979,0.0016659176,0.0067141554,0.0009634959,0.0018878127,0.4245711],"category_scores_gemma":[0.0023187392,0.0004137466,0.0004674049,0.0017198405,0.00069036084,0.004897452,0.0047421316,0.0024992109,0.19918767],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000032027085,0.000025790403,0.00005360244,0.00014780136,0.0000012668961,0.000044633016,0.0001874928,0.00004373473,0.00041117767,0.0022501796,0.9600832,0.036719035],"study_design_scores_gemma":[0.0000025310108,0.0000093775425,0.0001665821,0.00007877371,5.776094e-7,0.000042364933,0.00015042552,0.000019760873,0.0001323472,0.00055024255,0.99884343,0.0000035337407],"about_ca_topic_score_codex":0.001773486,"about_ca_topic_score_gemma":0.0039304122,"teacher_disagreement_score":0.4245711,"about_ca_system_score_codex":0.0013608115,"about_ca_system_score_gemma":0.0014884276,"threshold_uncertainty_score":0.8207795},"labels":[],"label_agreement":null},{"id":"W6967657712","doi":"10.5281/zenodo.10798240","title":"StandICT Webinar_Women in ICT Standardisation, third edition - Slides","year":2024,"lang":"en","type":"article","venue":"Zenodo (CERN European Organization for Nuclear Research)","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Adidas (Canada)","funders":"European Commission","keywords":"Inclusion (mineral); Information and Communications Technology; European union; Work (physics); Session (web analytics); Equity (law)","score_opus":0.03606873672282108,"score_gpt":0.3047734962531992,"score_spread":0.26870475953037815,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6967657712","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0029452613,0.012964446,0.0050929897,0.022574726,0.039741985,0.00037747153,0.008044221,0.00479037,0.90346855],"genre_scores_gemma":[0.00882421,0.0045700003,0.0015910395,0.0038552375,0.005772242,0.00025417272,0.0045195846,0.002291299,0.96832216],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99930215,0.00013191653,0.000028700846,0.000076748875,0.0003126542,0.00014780984],"domain_scores_gemma":[0.9988236,0.00030635842,0.00006129395,0.00010106666,0.00033093413,0.00037681972],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0011653794,0.0009911016,0.00064108334,0.0014705979,0.0016659176,0.0067141554,0.0009634959,0.0018878127,0.4245711],"category_scores_gemma":[0.0023187392,0.0004137466,0.0004674049,0.0017198405,0.00069036084,0.004897452,0.0047421316,0.0024992109,0.19918767],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000032027085,0.000025790403,0.00005360244,0.00014780136,0.0000012668961,0.000044633016,0.0001874928,0.00004373473,0.00041117767,0.0022501796,0.9600832,0.036719035],"study_design_scores_gemma":[0.0000025310108,0.0000093775425,0.0001665821,0.00007877371,5.776094e-7,0.000042364933,0.00015042552,0.000019760873,0.0001323472,0.00055024255,0.99884343,0.0000035337407],"about_ca_topic_score_codex":0.001773486,"about_ca_topic_score_gemma":0.0039304122,"teacher_disagreement_score":0.4245711,"about_ca_system_score_codex":0.0013608115,"about_ca_system_score_gemma":0.0014884276,"threshold_uncertainty_score":0.8207795},"labels":[],"label_agreement":null},{"id":"W6977142968","doi":"10.6084/m9.figshare.26687594.v1","title":"Additional file 1 of Factors associated with satisfaction and perceived helpfulness of mental healthcare: a World Mental Health Surveys report","year":2024,"lang":"en","type":"article","venue":"Figshare","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Helpfulness; Mental health; Sample (material); Perception; Public health; MEDLINE","score_opus":0.06253942026706509,"score_gpt":0.3288250396360355,"score_spread":0.2662856193689704,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6977142968","genre_codex":"dataset","genre_gemma":"dataset","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"dataset","genre_consensus":"dataset","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0009918116,0.00001531881,0.00017413011,0.00010324535,0.000024367097,0.00016982976,0.99724257,0.00007781686,0.0012009129],"genre_scores_gemma":[0.026702726,0.00017248755,0.004654922,0.00089219376,0.00011352137,0.0054111066,0.9480157,0.00037027107,0.013667003],"study_design_codex":"not_applicable","study_design_gemma":"observational","domain_scores_codex":[0.9991352,0.00020408357,0.00020673574,0.0001402187,0.00016750276,0.000146311],"domain_scores_gemma":[0.9618708,0.027549919,0.0030857082,0.0015749738,0.005042041,0.0008766037],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0020016036,0.00094142364,0.001030295,0.0032202457,0.0010515051,0.0012867226,0.0017031367,0.0011621059,0.79114294],"category_scores_gemma":[0.03881619,0.0006215708,0.0012378596,0.0053001773,0.00032002357,0.0021871158,0.0011910717,0.0011432791,0.12982161],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002942098,0.00043015496,0.018389268,0.0022476646,0.00008002743,0.00007095327,0.00014440822,0.00043051818,0.000037843074,0.00045886365,0.9646444,0.012771778],"study_design_scores_gemma":[0.0073721763,0.0009794761,0.42837685,0.0066339457,0.00061990664,0.0011161551,0.004551355,0.004883357,0.00071739085,0.010938939,0.5334162,0.00039429642],"about_ca_topic_score_codex":0.018576229,"about_ca_topic_score_gemma":0.02715284,"teacher_disagreement_score":0.79114294,"about_ca_system_score_codex":0.0011579869,"about_ca_system_score_gemma":0.0022822982,"threshold_uncertainty_score":0.2979092},"labels":[],"label_agreement":null},{"id":"W6991426357","doi":"","title":"Gender and its relationship to perception in computer-mediated communication","year":2002,"lang":"en","type":"dissertation","venue":"eScholarship@McGill (McGill)","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"McGill University","keywords":"Perception; Anonymity; Optimism; Inequality; Affect (linguistics); Social relation","score_opus":0.04836096728136127,"score_gpt":0.306533501440523,"score_spread":0.25817253415916175,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6991426357","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9787612,0.0017880381,0.00023819087,0.0015534211,0.00008410581,0.000018428684,0.00007287629,0.000004295785,0.017479496],"genre_scores_gemma":[0.99755067,0.00052181,0.00007723454,0.00009381993,0.00002723897,0.000010215783,0.000021146147,0.0000038820103,0.0016940351],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99778557,0.001227445,0.000087878914,0.00017825623,0.00044192362,0.000278898],"domain_scores_gemma":[0.9862509,0.009112908,0.0019955062,0.00024876668,0.0009194362,0.001472512],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026926375,0.00020873478,0.00027091402,0.0012193564,0.0013674066,0.003565569,0.00041942796,0.0006925493,0.009498383],"category_scores_gemma":[0.020708768,0.00014415372,0.00024373127,0.0010368199,0.0023425485,0.0012523116,0.0015120079,0.0009675029,0.00053957524],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00077219045,0.00072294887,0.74079514,0.000194723,0.00009858007,0.0005572726,0.18424308,0.00022436645,0.00094351696,0.013107621,0.0018270619,0.05651347],"study_design_scores_gemma":[0.000021037837,0.00031343522,0.8662941,0.00022605363,0.00004156254,0.00053343264,0.12115345,0.00044724098,0.00019104333,0.005728,0.005016877,0.00003386101],"about_ca_topic_score_codex":0.008266792,"about_ca_topic_score_gemma":0.005230588,"teacher_disagreement_score":0.009498383,"about_ca_system_score_codex":0.0012967471,"about_ca_system_score_gemma":0.0008070562,"threshold_uncertainty_score":0.031775296},"labels":[],"label_agreement":null},{"id":"W6995794715","doi":"","title":"Performing gender on (the) line, a case study of the process of community making among members of a women-only electronic mailing list","year":2000,"lang":"en","type":"dissertation","venue":"Library and Archives Canada (Government of Canada)","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Process (computing); Work (physics); Qualitative research; Electronic mail; The Internet","score_opus":0.008160169815933484,"score_gpt":0.22899965170511102,"score_spread":0.22083948188917754,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6995794715","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97233486,0.00015085874,0.00078443077,0.002347872,0.00004200862,0.00010167498,0.00003759998,0.000014582648,0.02418617],"genre_scores_gemma":[0.98300743,0.00017381343,0.0008771894,0.00044032602,0.000011648316,0.000043886983,0.000016824812,0.000016844237,0.015412085],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9955036,0.0026649742,0.00008457604,0.00027759967,0.00046031436,0.001008883],"domain_scores_gemma":[0.9927492,0.003925715,0.00076170266,0.00031151055,0.0008888186,0.0013630767],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0052861786,0.0005170142,0.00033954723,0.0014243495,0.029205317,0.0050601372,0.0016916108,0.003094641,0.0060820975],"category_scores_gemma":[0.011464274,0.00041521227,0.0002942106,0.0015040068,0.008480278,0.0028768869,0.0038112593,0.0022808968,0.00068281614],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000055143653,0.00022393772,0.008266612,0.00003863841,0.000003371875,0.0034790759,0.9720481,0.000059337362,0.00070428755,0.0033132657,0.0012622611,0.010545943],"study_design_scores_gemma":[0.000006087888,0.00008322446,0.005012278,0.000043590924,0.000006700829,0.00039935397,0.9847174,0.00007758172,0.00041026677,0.0004549896,0.008779364,0.000009179909],"about_ca_topic_score_codex":0.14492285,"about_ca_topic_score_gemma":0.39099833,"teacher_disagreement_score":0.14492285,"about_ca_system_score_codex":0.008379899,"about_ca_system_score_gemma":0.012832184,"threshold_uncertainty_score":0.2881586},"labels":[],"label_agreement":null},{"id":"W6996730999","doi":"","title":"State of the nation study: K-12 e-learning in Canada | L’état de l’apprentissage électronique de la maternelle à la 12e année au Canada","year":2020,"lang":"fr","type":"article","venue":"Touro Scholar (Touro College)","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"State (computer science); Government (linguistics); Public policy; Field (mathematics); Legislation","score_opus":0.011979113371303795,"score_gpt":0.24883930783810634,"score_spread":0.23686019446680254,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6996730999","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.94629276,0.0020121888,0.00017010458,0.019175937,0.00011512443,0.000057499532,0.0037816307,0.000018609242,0.028376073],"genre_scores_gemma":[0.98326874,0.0014302216,0.00016918441,0.0013812565,0.000021358286,0.000038379636,0.0008618401,0.000030394947,0.012798644],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99786407,0.00017216073,0.000077048666,0.00013078202,0.0005118258,0.0012440967],"domain_scores_gemma":[0.9929097,0.0007446601,0.00061205233,0.00012991198,0.0029634917,0.0026401174],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014529251,0.00017882137,0.0004659582,0.0014352635,0.008263892,0.0048314133,0.0014460669,0.0010329064,0.008120464],"category_scores_gemma":[0.003212095,0.00040515856,0.0004248206,0.0052040378,0.0025488497,0.0013544512,0.002371735,0.0023628564,0.00036094393],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00034510824,0.00045744187,0.79688317,0.00029046484,0.0001156709,0.00087648316,0.07011337,0.00044764287,0.00067495275,0.019302225,0.044858716,0.06563463],"study_design_scores_gemma":[0.000022910346,0.000049930106,0.8567446,0.00039209658,0.000031921212,0.00010087526,0.09333477,0.0002395313,0.00019346882,0.0003773375,0.048440322,0.000072262796],"about_ca_topic_score_codex":0.9983966,"about_ca_topic_score_gemma":0.9993918,"teacher_disagreement_score":0.07771168,"about_ca_system_score_codex":0.07771168,"about_ca_system_score_gemma":0.15063377,"threshold_uncertainty_score":0.5638403},"labels":[],"label_agreement":null},{"id":"W6996849373","doi":"","title":"Technology and motivation in higher education","year":2015,"lang":"en","type":"dissertation","venue":"eScholarship@McGill (McGill)","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"McGill University","funders":"","keywords":"Attribution; Higher education; Causality (physics); Attribution bias; Affect (linguistics)","score_opus":0.03876218464465294,"score_gpt":0.3124145671852717,"score_spread":0.2736523825406188,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6996849373","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95828015,0.0026202614,0.00025928393,0.0021141274,0.00006262333,0.000025657584,0.000041419924,0.000009399024,0.03658713],"genre_scores_gemma":[0.9972904,0.00041685812,0.00007135105,0.000108195985,0.000015194674,0.000006784975,0.000008906654,0.0000020702282,0.0020802368],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9992279,0.00031804247,0.000023136723,0.000057020563,0.00015837596,0.00021552054],"domain_scores_gemma":[0.9972114,0.00081253704,0.0005791466,0.000054516597,0.00016718438,0.0011752938],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013814548,0.0001525286,0.00015152691,0.0009958844,0.0014777925,0.0029562511,0.00027051268,0.00049386546,0.0064816275],"category_scores_gemma":[0.004033501,0.00008204871,0.00020125808,0.0007147681,0.0013476092,0.0006411081,0.0011542729,0.0006085368,0.00032302263],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015835438,0.0011211068,0.8000238,0.00019405298,0.000062165236,0.00027901886,0.018657831,0.0004527051,0.0008053489,0.036226574,0.0040137935,0.13800521],"study_design_scores_gemma":[0.0000140431175,0.00016928923,0.9691685,0.00014282593,0.000014248956,0.00010816834,0.007717439,0.0003410913,0.00018585604,0.007551325,0.014565113,0.000022071297],"about_ca_topic_score_codex":0.0055425214,"about_ca_topic_score_gemma":0.009249358,"teacher_disagreement_score":0.0064816275,"about_ca_system_score_codex":0.001701738,"about_ca_system_score_gemma":0.0018090388,"threshold_uncertainty_score":0.021683156},"labels":[],"label_agreement":null},{"id":"W7008674968","doi":"","title":"A Connected Generation? Digital Inequalities in Elementary and High School Students According to Age and Socioeconomic Level ----------&#13;\\n&#13;\\nUne génération connectée ? Inégalités numériques chez les élèves du primaire et du secondaire selon l’âge et le milieu socioéconomique","year":2016,"lang":"fr","type":"other","venue":"Archipelago (University of Quebec in Montreal)","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Socioeconomic status; Relation (database); Inequality; Population","score_opus":0.018351013133447443,"score_gpt":0.2495357106386334,"score_spread":0.23118469750518594,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7008674968","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99786866,0.00026369808,0.00005159514,0.00018539131,0.0000039650604,0.000005467125,0.00021165024,0.0000016559975,0.0014079711],"genre_scores_gemma":[0.99862707,0.00016008574,0.000029608475,0.000025877976,0.000003939402,0.0000046637497,0.00009196974,0.0000015174747,0.001055309],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9997172,0.000037381138,0.000012837862,0.00007010368,0.000045730412,0.00011667706],"domain_scores_gemma":[0.9991284,0.00015835007,0.00026767576,0.000063974825,0.00012231212,0.00025937296],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00030246313,0.0001515025,0.00024403796,0.0012298515,0.0008394983,0.0016030152,0.00046569915,0.00043775112,0.007981023],"category_scores_gemma":[0.0014220393,0.00018017791,0.00036850388,0.0015854812,0.0007223216,0.00092544267,0.0013945709,0.00045122718,0.00040625615],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004353047,0.000041922565,0.98955405,0.000015530668,0.000026382024,0.0000820797,0.0035870932,0.00003569539,0.00018787048,0.00079358113,0.00013711264,0.0054953145],"study_design_scores_gemma":[0.0000014086124,0.000019672652,0.99536717,0.000016313697,0.000011839314,0.00002223386,0.0036987786,0.00007252479,0.00004335372,0.0001165759,0.0006269483,0.000003133882],"about_ca_topic_score_codex":0.2495529,"about_ca_topic_score_gemma":0.424318,"teacher_disagreement_score":0.7504471,"about_ca_system_score_codex":0.0012307457,"about_ca_system_score_gemma":0.001040708,"threshold_uncertainty_score":0.49620068},"labels":[],"label_agreement":null},{"id":"W7009931178","doi":"","title":"Female Students ’ Experiences Of Computer Technology In Single- Versus Mixed-Gender School Settings","year":2006,"lang":"en","type":"article","venue":"Memorial University Research Repository (Memorial University)","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Memorial University of Newfoundland","funders":"","keywords":"Perception; Computer technology; Data collection; Educational technology; Computer literacy; Semi-structured interview; Information technology; Focus group","score_opus":0.03969823127652709,"score_gpt":0.31174305643584244,"score_spread":0.27204482515931533,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7009931178","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.997142,0.00014109586,0.00021550879,0.00020797386,0.00002437417,0.000011233422,0.000016739506,0.0000056427634,0.0022353341],"genre_scores_gemma":[0.9979728,0.000113644266,0.000078744386,0.00010342909,0.000008411513,0.000013108565,0.000013322603,0.0000064926153,0.0016900148],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9982994,0.0007656748,0.00007463465,0.00015104361,0.00032219867,0.0003871515],"domain_scores_gemma":[0.99750215,0.0006656038,0.00055041525,0.00007834292,0.00025742935,0.0009460186],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015031276,0.0004551692,0.0006525065,0.0010969129,0.00264055,0.003945596,0.00040170597,0.0006738632,0.00678495],"category_scores_gemma":[0.004253042,0.0002937375,0.0003392201,0.00043676677,0.0017246791,0.0016276374,0.002545317,0.0007547001,0.0010103221],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0011896618,0.0012189656,0.35318896,0.0002527829,0.00005739994,0.0030218265,0.5610912,0.00011760104,0.013695883,0.0027861318,0.0023088504,0.061070673],"study_design_scores_gemma":[0.000034342225,0.0009903474,0.11892785,0.00008558689,0.000038197475,0.0021427826,0.86257356,0.0001918483,0.001839417,0.00049888913,0.012623334,0.000053881668],"about_ca_topic_score_codex":0.0014416126,"about_ca_topic_score_gemma":0.003410642,"teacher_disagreement_score":0.00678495,"about_ca_system_score_codex":0.0007147657,"about_ca_system_score_gemma":0.00050973095,"threshold_uncertainty_score":0.022697926},"labels":[],"label_agreement":null},{"id":"W7012910347","doi":"","title":"Understanding PISA","year":2015,"lang":"en","type":"article","venue":"DergiPark (Istanbul University)","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Moncton Hospital; Université de Moncton","funders":"","keywords":"","score_opus":0.3643118118584416,"score_gpt":0.3082957857200152,"score_spread":0.05601602613842638,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7012910347","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.007168179,0.0013693984,0.002308657,0.014322781,0.00039720346,0.000019490462,0.00016532138,0.000076979166,0.9741721],"genre_scores_gemma":[0.69011015,0.003302973,0.002779191,0.007610441,0.00042487524,0.00019530315,0.0007041119,0.00037251104,0.29450032],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9981541,0.00073022005,0.00005004145,0.00035036693,0.00026976794,0.00044548363],"domain_scores_gemma":[0.99920446,0.0002771962,0.000070954135,0.00014935726,0.0001637513,0.00013421063],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001807203,0.0006457419,0.00036889478,0.0021304332,0.009465949,0.012966157,0.00084624876,0.0020663843,0.063383326],"category_scores_gemma":[0.0037040766,0.0003602509,0.00048786384,0.0026329847,0.01000269,0.010369684,0.0064936383,0.0035939065,0.009361947],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000019901017,0.000011175528,0.0009654252,0.00006205321,0.00000719734,0.00017393893,0.02432877,0.00007909328,0.00007114021,0.92197603,0.02985291,0.02245234],"study_design_scores_gemma":[0.000006044005,0.000011116119,0.0023139894,0.0002595885,0.000011056531,0.0001651095,0.024870906,0.0001665151,0.00013417048,0.16745624,0.8045913,0.000013969636],"about_ca_topic_score_codex":0.021800991,"about_ca_topic_score_gemma":0.0231405,"teacher_disagreement_score":0.063383326,"about_ca_system_score_codex":0.007739071,"about_ca_system_score_gemma":0.004263693,"threshold_uncertainty_score":0.21203834},"labels":[],"label_agreement":null},{"id":"W7014395072","doi":"","title":"12P. An Assessment of Factors Affecting Technology Adoption by Teachers: The Case of Caribbean Secondary Schools","year":2010,"lang":"en","type":"article","venue":"Journal of the Association for Information Systems","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University","funders":"","keywords":"Secondary education; Data collection; Information technology; Higher education; Caribbean region","score_opus":0.013649349967475275,"score_gpt":0.33687069950095044,"score_spread":0.32322134953347514,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7014395072","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9650505,0.00019680175,0.00067258993,0.001240279,0.000009890647,0.000106057785,0.00010938227,0.000015177137,0.03259924],"genre_scores_gemma":[0.99509925,0.00019713618,0.0006322723,0.00008519849,0.0000019080708,0.00006787326,0.000026114049,0.0000036088297,0.0038865926],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9990701,0.00038117825,0.00003779308,0.000053476153,0.00016100038,0.000296515],"domain_scores_gemma":[0.99684614,0.0013916169,0.00054096954,0.000130913,0.00066501595,0.00042543287],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013225116,0.00026108924,0.00017575244,0.0014429957,0.0036671043,0.002582595,0.000520205,0.0007103731,0.0073413947],"category_scores_gemma":[0.007157226,0.00019912483,0.00024476313,0.0011894379,0.0011082983,0.0011639734,0.0013902931,0.0006533615,0.00055954716],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006596179,0.0003562684,0.53496563,0.00032613848,0.000012670219,0.006169242,0.3627242,0.00019927589,0.0023255404,0.0061267926,0.0027630606,0.08396523],"study_design_scores_gemma":[0.000008890228,0.00014258918,0.37354538,0.0003101357,0.000026198351,0.000680926,0.6032726,0.00034376234,0.0010334555,0.00058433914,0.020032309,0.000019424675],"about_ca_topic_score_codex":0.19476119,"about_ca_topic_score_gemma":0.37726972,"teacher_disagreement_score":0.19476119,"about_ca_system_score_codex":0.0024692547,"about_ca_system_score_gemma":0.0055370913,"threshold_uncertainty_score":0.38725507},"labels":[],"label_agreement":null},{"id":"W7026962133","doi":"","title":"Breaking Barriers: Retention Strategies for Underrepresented Groups in the IT Workforce","year":2025,"lang":"en","type":"article","venue":"Journal of the Association for Information Systems","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Dalhousie University","funders":"","keywords":"Mentorship; Workforce; Attrition; Diversity (politics); Inclusion (mineral); Stakeholder; Career Pathways; Work (physics); Underrepresented Minority","score_opus":0.03426453106328975,"score_gpt":0.34045793036623023,"score_spread":0.3061933993029405,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7026962133","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.2643235,0.3592789,0.033862375,0.27920413,0.004317837,0.0051670102,0.0010399097,0.00038043156,0.05242591],"genre_scores_gemma":[0.73596823,0.16363697,0.050983727,0.03204706,0.0011781695,0.007809719,0.00076395634,0.00014094914,0.0074711535],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9531298,0.03274895,0.005507881,0.0013516461,0.004636734,0.0026250165],"domain_scores_gemma":[0.9109043,0.06350849,0.0094059585,0.0022810316,0.011165496,0.0027347954],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.09513818,0.0007511435,0.001793611,0.0068939915,0.0054005957,0.009158859,0.003684977,0.0028407585,0.0045521967],"category_scores_gemma":[0.1594738,0.0005319851,0.002311356,0.005250883,0.0029410324,0.013250032,0.012868598,0.0026598247,0.00058034365],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024301757,0.00021385055,0.019418038,0.045283288,0.0006069767,0.00068624935,0.08350257,0.00028916818,0.0005757618,0.014392445,0.0151925385,0.81959605],"study_design_scores_gemma":[0.00030465279,0.0011969372,0.022956923,0.30736032,0.002646411,0.0013058257,0.3694697,0.0008653307,0.0025774266,0.03384445,0.25726265,0.0002094455],"about_ca_topic_score_codex":0.007648382,"about_ca_topic_score_gemma":0.014155593,"teacher_disagreement_score":0.09513818,"about_ca_system_score_codex":0.0038185406,"about_ca_system_score_gemma":0.03283629,"threshold_uncertainty_score":0.50314474},"labels":[],"label_agreement":null},{"id":"W7028099573","doi":"","title":"(In)disciplines (In)disciplines","year":2017,"lang":"en","type":"other","venue":"OpenEdition (OpenEdition)","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Nova scotia; General interest","score_opus":0.03061628768830112,"score_gpt":0.34472477269655044,"score_spread":0.31410848500824934,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7028099573","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0022433742,0.037152708,0.008584271,0.036131103,0.047805056,0.00018282991,0.0014052,0.0008328905,0.8656626],"genre_scores_gemma":[0.049436696,0.034022827,0.009784485,0.013770216,0.015239495,0.0003877347,0.0019140217,0.0008717419,0.8745729],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.994087,0.001554616,0.00061497133,0.001219512,0.0017465187,0.00077741063],"domain_scores_gemma":[0.99260473,0.0014519668,0.00059380685,0.0013691627,0.0024956148,0.0014847543],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004161778,0.0008356658,0.0008582563,0.0036455817,0.0039340374,0.016067443,0.0017366201,0.0044319215,0.1962069],"category_scores_gemma":[0.010781933,0.00044724703,0.0010729239,0.0075875064,0.005994275,0.008126589,0.007394935,0.0039706836,0.07584177],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000735738,0.000036426227,0.0009590248,0.00123771,0.000018548464,0.00018775128,0.0024914087,0.00015603301,0.0007814325,0.31083018,0.49358162,0.18964642],"study_design_scores_gemma":[0.0000029530213,0.0000043527443,0.00023751675,0.00018187748,0.000002489878,0.0000714247,0.00036131748,0.000021887527,0.00007010758,0.0067584743,0.9922839,0.0000036949082],"about_ca_topic_score_codex":0.009436227,"about_ca_topic_score_gemma":0.008617112,"teacher_disagreement_score":0.1962069,"about_ca_system_score_codex":0.0075522326,"about_ca_system_score_gemma":0.01564884,"threshold_uncertainty_score":0.65637743},"labels":[],"label_agreement":null},{"id":"W7030169986","doi":"","title":"Masculinities and Queer Perspectives in Transitional Justice","year":2024,"lang":"en","type":"book","venue":"BiblioBoard Library Catalog (Open Research Library)","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada; Environment and Climate Change Canada; Kroc Institute for International Peace Studies, University of Notre Dame; Universidad de los Andes; African Union; United Nations; Bundesministerium für Bildung und Forschung; University of Cambridge; European Commission; Alexander von Humboldt-Stiftung","keywords":"Queer; Transitional justice; Appeal; Economic Justice; Temporality; Queer theory","score_opus":0.13351631832742988,"score_gpt":0.4038042800443912,"score_spread":0.2702879617169613,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7030169986","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.03196378,0.09197872,0.0059181233,0.06926048,0.0023136307,0.00008482871,0.00006670453,0.00008087113,0.79833287],"genre_scores_gemma":[0.68765116,0.062080346,0.002360836,0.011366393,0.0016803463,0.00015410123,0.00004145819,0.00008297527,0.23458248],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9976986,0.0014527582,0.000043788947,0.00013473997,0.00030355318,0.00036664738],"domain_scores_gemma":[0.99917847,0.00047962385,0.000107232576,0.00004516992,0.00006720767,0.00012238944],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017069734,0.00054369634,0.00034117696,0.0008951485,0.01057,0.0066940812,0.0007019406,0.0019941155,0.007018618],"category_scores_gemma":[0.0023209576,0.00023405658,0.00041892327,0.0011950902,0.02252275,0.005413651,0.0034109373,0.0033419712,0.0009269005],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00001201079,0.000009659808,0.00027517276,0.00006700799,0.0000026538291,0.00019021037,0.07293166,0.0000725529,0.00009430987,0.9049019,0.011040557,0.010402282],"study_design_scores_gemma":[0.0000069237603,0.000040610892,0.0016371367,0.00074774266,0.000009360579,0.0004987526,0.080632046,0.000213399,0.00027311099,0.16887894,0.7470386,0.000023306602],"about_ca_topic_score_codex":0.01222851,"about_ca_topic_score_gemma":0.016921956,"teacher_disagreement_score":0.01222851,"about_ca_system_score_codex":0.0041846475,"about_ca_system_score_gemma":0.003365269,"threshold_uncertainty_score":0.03036189},"labels":[],"label_agreement":null},{"id":"W7033752136","doi":"","title":"Saskatchewan Foster Families","year":2011,"lang":"en","type":"other","venue":"Bulletin of Miscellaneous Information (Royal Gardens Kew)","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"","score_opus":0.010675002532098174,"score_gpt":0.21386264952951087,"score_spread":0.2031876469974127,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7033752136","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.12773573,0.0017419237,0.0009334727,0.006173015,0.00054117944,0.001029142,0.017622013,0.00028238562,0.84394115],"genre_scores_gemma":[0.055443045,0.0020856229,0.0012967503,0.0015413217,0.000019385694,0.0006463356,0.0023656555,0.000061926876,0.9365398],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9995815,0.0000773782,0.000016160557,0.000056683384,0.00009678264,0.00017141028],"domain_scores_gemma":[0.9991418,0.00010088379,0.000035302703,0.00010960392,0.00031105557,0.0003012704],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00055389595,0.00054612727,0.0003273539,0.0009736523,0.0068726246,0.0017744985,0.0013356488,0.00079768104,0.24311891],"category_scores_gemma":[0.0011049333,0.00080192916,0.0002492038,0.0016446053,0.00042419418,0.00094024884,0.0024963599,0.001281555,0.03556307],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00039551398,0.00066753424,0.028568096,0.0002650874,0.00003519205,0.0017162665,0.0030564675,0.0003029337,0.0020449255,0.0114078745,0.7131141,0.23842601],"study_design_scores_gemma":[0.00019404103,0.00012027409,0.08378302,0.0005522213,0.000041146803,0.00071648706,0.019991523,0.00043877447,0.001391196,0.0022225718,0.8904934,0.00005532226],"about_ca_topic_score_codex":0.5905917,"about_ca_topic_score_gemma":0.92021376,"teacher_disagreement_score":0.40940827,"about_ca_system_score_codex":0.0076959534,"about_ca_system_score_gemma":0.025903028,"threshold_uncertainty_score":0.8236387},"labels":[],"label_agreement":null},{"id":"W7034165368","doi":"","title":"S1E1 - Ethero Events Event Management Business","year":2017,"lang":"en","type":"other","venue":"Bulletin of Miscellaneous Information (Royal Gardens Kew)","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Event (particle physics); SCOOP; Business management; Risk management; Business idea","score_opus":0.009692945479805343,"score_gpt":0.2404082432749353,"score_spread":0.23071529779512995,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7034165368","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00082499447,0.00021803525,0.00062129466,0.008779835,0.0031722626,0.0002177381,0.0109168235,0.001643927,0.9736051],"genre_scores_gemma":[0.004157592,0.00018336382,0.00041591187,0.0033315562,0.00046408238,0.00012758603,0.005630114,0.001137841,0.98455185],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9986897,0.00011114179,0.000037501355,0.00007904685,0.00070882257,0.00037370744],"domain_scores_gemma":[0.99455947,0.00075780076,0.0001416959,0.00039492434,0.0018697253,0.002276419],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0018122697,0.00037077715,0.00029986183,0.0011967352,0.0042285,0.0077602277,0.001160874,0.0028373192,0.5965232],"category_scores_gemma":[0.008172941,0.00035597067,0.00034816205,0.002065181,0.000733164,0.00372196,0.0036346223,0.003111523,0.34337693],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000011545719,0.0000122537695,0.00009879877,0.00002205344,3.7077993e-7,0.000036190737,0.00010028852,0.000008483689,0.00006711372,0.0024871763,0.9901782,0.0069774045],"study_design_scores_gemma":[0.000002761574,0.0000020706561,0.00025146385,0.000013138936,1.9302358e-7,0.000007921839,0.00014676558,0.000009029749,0.000029200417,0.00015903579,0.9993761,0.0000022442723],"about_ca_topic_score_codex":0.041153442,"about_ca_topic_score_gemma":0.109591365,"teacher_disagreement_score":0.40347677,"about_ca_system_score_codex":0.0026326368,"about_ca_system_score_gemma":0.0056111193,"threshold_uncertainty_score":0.5755106},"labels":[],"label_agreement":null},{"id":"W7034645470","doi":"","title":"War Crimes and Asylum in Canada: Reflections on the Ezokola Decision and the Barriers Courts Face in Protecting Refugees","year":2015,"lang":"en","type":"article","venue":"eYLS (Yale Law School)","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Refugee; Face (sociological concept); Asylum seeker; Deportation; Terrorism; Immigration","score_opus":0.03078661674363381,"score_gpt":0.31590219811884224,"score_spread":0.2851155813752084,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7034645470","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.09924978,0.011545733,0.0003728871,0.79339886,0.002194459,0.000113529946,0.00019436351,0.000020138583,0.09291021],"genre_scores_gemma":[0.6640927,0.009276597,0.0005105348,0.26376793,0.000779354,0.00009927078,0.000071214534,0.000110775705,0.061291706],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9796586,0.0026103465,0.00036926975,0.000729644,0.0024457828,0.014186343],"domain_scores_gemma":[0.9776184,0.008582406,0.0008954739,0.0002243699,0.0052021374,0.0074772174],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010748159,0.00070511457,0.0010548623,0.002416421,0.08445724,0.032183077,0.007162802,0.04305051,0.016667392],"category_scores_gemma":[0.02526735,0.0011481723,0.0011816774,0.0047508646,0.03765311,0.0074829212,0.013560588,0.04490654,0.0006520586],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001540806,0.0002312953,0.010812758,0.000415002,0.00008546289,0.0037659518,0.2585963,0.0008115494,0.00079009094,0.458159,0.2303914,0.035787135],"study_design_scores_gemma":[0.00008447651,0.00005008978,0.011535653,0.001406125,0.000107676475,0.00032988362,0.6316895,0.00029361734,0.00048570937,0.020089118,0.33361536,0.00031272758],"about_ca_topic_score_codex":0.9915161,"about_ca_topic_score_gemma":0.9975661,"teacher_disagreement_score":0.16024834,"about_ca_system_score_codex":0.16024834,"about_ca_system_score_gemma":0.39055952,"threshold_uncertainty_score":0.9739929},"labels":[],"label_agreement":null},{"id":"W7036859599","doi":"","title":"Commemorative Stamp 2010","year":2015,"lang":"en","type":"other","venue":"Brock University Digital Repository (Brock University)","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Honour; Table (database); Period (music); Biography; Ridiculous","score_opus":0.01987970105166646,"score_gpt":0.22982204930185837,"score_spread":0.20994234825019192,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7036859599","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0034135834,0.003972357,0.00043517354,0.059402224,0.030756045,0.0001351663,0.004164821,0.00047243942,0.89724827],"genre_scores_gemma":[0.012552387,0.00069305167,0.00018302113,0.00995707,0.0008063505,0.000066157525,0.0007935324,0.0001771116,0.97477144],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99572915,0.00028951137,0.000073383766,0.00021858301,0.0023951821,0.0012943053],"domain_scores_gemma":[0.99605644,0.0003249012,0.000088887784,0.000247545,0.0024008069,0.0008813791],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026219909,0.00064079073,0.0004760612,0.001522057,0.013071481,0.007671212,0.0013992011,0.00472452,0.09201824],"category_scores_gemma":[0.009846661,0.00034186736,0.00039953098,0.0016441834,0.0024765898,0.002419325,0.004338741,0.0073546004,0.021383068],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000010549509,0.000004105134,0.00005417085,0.000022629305,7.21523e-7,0.000036100435,0.00055875286,0.000007843401,0.000047895275,0.011623673,0.98304087,0.004592692],"study_design_scores_gemma":[0.0000016849532,0.0000019042395,0.00035423652,0.000030879233,6.5316186e-7,0.0000075415187,0.00045291556,0.000005050848,0.000040848812,0.0002025163,0.9988972,0.000004475503],"about_ca_topic_score_codex":0.6829406,"about_ca_topic_score_gemma":0.84313744,"teacher_disagreement_score":0.6829406,"about_ca_system_score_codex":0.020212572,"about_ca_system_score_gemma":0.042053763,"threshold_uncertainty_score":0.63785326},"labels":[],"label_agreement":null},{"id":"W7039239353","doi":"","title":"La participation citoyenne dans le processus d’évaluation des impacts environnementaux au Congo-Brazzaville : cas du projet d’exploitation de la mine de fer de Mayoko","year":2014,"lang":"fr","type":"other","venue":"Knowledge UdeS (Institutional Deposit of the University of Sherbrooke)","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Sugar industry; Rural development; Environmental policy","score_opus":0.014845678109829086,"score_gpt":0.25379736354742394,"score_spread":0.23895168543759485,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7039239353","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9491184,0.00069525675,0.0044471505,0.0024940404,0.000042721236,0.0006635965,0.00017270482,0.000020290041,0.04234582],"genre_scores_gemma":[0.974064,0.0004978118,0.005788009,0.00022159095,0.000009565596,0.00054717826,0.00012181721,0.000015271718,0.018734837],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9903099,0.0061541563,0.00030156705,0.0006665369,0.0014934924,0.0010744131],"domain_scores_gemma":[0.99129,0.0042170943,0.000888694,0.0003286903,0.0023412518,0.0009343722],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01507032,0.00042824744,0.0003735662,0.0010347625,0.0046256394,0.0052512763,0.0008576257,0.001259927,0.004624329],"category_scores_gemma":[0.011251386,0.00030132796,0.0003607181,0.001518435,0.0027658946,0.001261112,0.0029694072,0.0010957333,0.00044442568],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0014150689,0.00081824156,0.17787036,0.0020934292,0.00014522398,0.003955928,0.5190467,0.0050198217,0.039004214,0.02228064,0.0046588313,0.22369154],"study_design_scores_gemma":[0.000067362445,0.0013072636,0.41110763,0.0018973323,0.00010382024,0.00037011222,0.41494313,0.002252283,0.0128053,0.00346063,0.15154624,0.0001389601],"about_ca_topic_score_codex":0.08152704,"about_ca_topic_score_gemma":0.22308853,"teacher_disagreement_score":0.08152704,"about_ca_system_score_codex":0.011108878,"about_ca_system_score_gemma":0.015836209,"threshold_uncertainty_score":0.16210502},"labels":[],"label_agreement":null},{"id":"W7070258701","doi":"","title":"An optical assessment of the nelson/hayes river plume dispersion extent in hudson bay (canada)","year":2019,"lang":"en","type":"other","venue":"Mspace (University of Manitoba)","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Bay; Discharge; Plume; Ocean color; SeaWiFS; Hydrograph; Hydrology (agriculture); Surface runoff; Streamflow","score_opus":0.012791060744218955,"score_gpt":0.24795492816613798,"score_spread":0.23516386742191903,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7070258701","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99306667,0.0002650638,0.00030535468,0.000083807565,0.0000060303764,0.000028251368,0.0017841841,0.00002575225,0.0044348394],"genre_scores_gemma":[0.99615794,0.0002450252,0.00075809995,0.000039205715,0.0000025373886,0.000010387004,0.000876328,0.000004983682,0.0019056333],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99982893,0.0000057139673,0.000005614265,0.00002897025,0.000080516365,0.00005021541],"domain_scores_gemma":[0.9997476,0.000010348786,0.000024889097,0.000005567444,0.00017347484,0.000038040627],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00020922154,0.00026601995,0.00014505436,0.0012339249,0.00094765285,0.0009029666,0.00033042228,0.00017850331,0.0008675527],"category_scores_gemma":[0.0002945429,0.0001568797,0.0001504579,0.0017111193,0.00038506326,0.00022280499,0.0004834747,0.00025835988,0.0001347348],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010773032,0.000057785765,0.957041,0.0000610875,0.00004356693,0.0002243287,0.0011286004,0.0008969016,0.008466715,0.00027752065,0.0016341318,0.030060763],"study_design_scores_gemma":[0.000004567595,0.000014152523,0.9950707,0.000014868015,0.000014235841,0.000034997945,0.0014710557,0.0014285265,0.0006436338,0.000025200818,0.001269383,0.00000879088],"about_ca_topic_score_codex":0.9718132,"about_ca_topic_score_gemma":0.987258,"teacher_disagreement_score":0.028186798,"about_ca_system_score_codex":0.006647653,"about_ca_system_score_gemma":0.0065990402,"threshold_uncertainty_score":0.056705534},"labels":[],"label_agreement":null},{"id":"W7095154149","doi":"","title":"1","year":2013,"lang":"en","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Investment (military); Information and Communications Technology; Information technology; Return on investment","score_opus":0.018162967364093154,"score_gpt":0.31942430418884676,"score_spread":0.3012613368247536,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7095154149","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.029455505,0.016529206,0.041679114,0.25946242,0.010275481,0.00034986832,0.0075449822,0.0005556028,0.6341479],"genre_scores_gemma":[0.74036676,0.010308772,0.022882862,0.08652961,0.006068146,0.0009730548,0.006161414,0.00050547515,0.1262039],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9827795,0.008702377,0.00073600415,0.0026794944,0.004132194,0.00097040593],"domain_scores_gemma":[0.96818215,0.01242999,0.003329672,0.0044843014,0.010613672,0.0009602381],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.018518753,0.0006133476,0.00051444536,0.0020501288,0.0026673782,0.006903142,0.0020981599,0.0023860843,0.045099035],"category_scores_gemma":[0.07426644,0.00029987094,0.00045732595,0.0046714814,0.004171326,0.006532599,0.002894827,0.002656068,0.014611323],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000833974,0.000050624585,0.029303791,0.00044383362,0.00005306221,0.00010339437,0.0037236267,0.00017825974,0.00022881449,0.59431964,0.22955899,0.14195265],"study_design_scores_gemma":[0.00001782763,0.00006503538,0.035679128,0.0017581673,0.000047536636,0.00038702946,0.0071285106,0.0006725105,0.00060302136,0.14457895,0.8090128,0.000049588358],"about_ca_topic_score_codex":0.03877319,"about_ca_topic_score_gemma":0.03763995,"teacher_disagreement_score":0.954901,"about_ca_system_score_codex":0.0064587668,"about_ca_system_score_gemma":0.005892585,"threshold_uncertainty_score":0},"labels":[],"label_agreement":null},{"id":"W7096080816","doi":"","title":"Internet","year":2002,"lang":"en","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"The Internet; Computer technology; Association (psychology); Information technology","score_opus":0.08528163269386473,"score_gpt":0.31785439820353867,"score_spread":0.23257276550967393,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7096080816","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0007190957,0.0027215104,0.0015104607,0.004089182,0.0049137357,0.00017320547,0.037797485,0.003983221,0.94409215],"genre_scores_gemma":[0.0036311646,0.001554261,0.00089732074,0.0016604116,0.0005946503,0.000118391836,0.017606854,0.0012804623,0.9726564],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99883705,0.00018364939,0.00014038892,0.00019107519,0.00049580284,0.00015204451],"domain_scores_gemma":[0.9962685,0.00060171605,0.0002559831,0.0006351837,0.0018083194,0.00043028963],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0010569803,0.0012571417,0.0012183355,0.0045551797,0.0015242652,0.0073759183,0.0017993598,0.0028345936,0.90890115],"category_scores_gemma":[0.005930237,0.0005400517,0.000739172,0.0059637786,0.00078281265,0.0061263484,0.002991836,0.0019933367,0.8697526],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000042939908,0.000029471326,0.00019598288,0.00022858569,0.0000066479583,0.00005918105,0.00008233355,0.000041430994,0.0002115958,0.0044802846,0.9067133,0.08790823],"study_design_scores_gemma":[0.000007976503,0.000008108498,0.000466694,0.00012540993,0.000001917869,0.000053103326,0.000047910937,0.00003913216,0.000060048576,0.00064765813,0.9985337,0.000008235231],"about_ca_topic_score_codex":0.013485222,"about_ca_topic_score_gemma":0.010368876,"teacher_disagreement_score":0.091098845,"about_ca_system_score_codex":0.0017807345,"about_ca_system_score_gemma":0.0019417807,"threshold_uncertainty_score":0},"labels":[],"label_agreement":null},{"id":"W7096527643","doi":"","title":"The Information Revolution and the Digital Divide: a Review of Literature’, TechKnowLogia 2(1","year":2000,"lang":"en","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"The Internet; Population; Web site; Space (punctuation); Industrial Revolution; Digital Revolution; Information technology","score_opus":0.00569101764442347,"score_gpt":0.266075154764865,"score_spread":0.2603841371204415,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7096527643","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00032770733,0.9937807,0.000031764193,0.0034118686,0.00025754736,0.0000020582909,0.0000075636826,0.0000016865081,0.0021791614],"genre_scores_gemma":[0.0041127666,0.99434,0.0000683622,0.00083489605,0.0003467241,0.0000039566644,0.000010047389,0.0000011348137,0.00028223448],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99888617,0.00044217022,0.000102112965,0.00010360494,0.0003622298,0.00010366494],"domain_scores_gemma":[0.9940309,0.004528446,0.00051758956,0.00006852381,0.00065284135,0.00020171831],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022570353,0.00058921473,0.0009639225,0.010914268,0.001440969,0.006841827,0.00094739837,0.0030531092,0.003722835],"category_scores_gemma":[0.0048223245,0.00045420506,0.000427425,0.018913006,0.005181217,0.009322794,0.0015824166,0.0017487578,0.0009865096],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010644373,0.00014075344,0.0042547802,0.04703104,0.00016062702,0.001149941,0.007728229,0.00034839235,0.00036502676,0.10093884,0.1570432,0.6807328],"study_design_scores_gemma":[0.000018093551,0.00008054922,0.01554287,0.05927005,0.000108853244,0.0017356415,0.013686331,0.00015526742,0.00013209738,0.02558387,0.88364005,0.00004630063],"about_ca_topic_score_codex":0.00544627,"about_ca_topic_score_gemma":0.016538301,"teacher_disagreement_score":0.010914268,"about_ca_system_score_codex":0.0033337576,"about_ca_system_score_gemma":0.0064262995,"threshold_uncertainty_score":0.02418828},"labels":[],"label_agreement":null},{"id":"W7096872549","doi":"","title":"TECHNOLOGY INTO TEACHING AND LEARNING- A SECOND LEVEL COURSE FOR PROSPECTIVE TEACHERS","year":2014,"lang":"en","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Course (navigation); Information and Communications Technology; Focus (optics); Information technology; Information literacy; Literacy","score_opus":0.018914872793000876,"score_gpt":0.3342495544374103,"score_spread":0.3153346816444094,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7096872549","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.62530047,0.0033945946,0.019195693,0.017109882,0.0052111093,0.002420505,0.0014794649,0.0023939623,0.32349432],"genre_scores_gemma":[0.45417896,0.002345883,0.032429997,0.0045876494,0.0006067267,0.00092942343,0.001310246,0.00020448232,0.50340664],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99955016,0.000043886954,0.000016952183,0.000054334174,0.00009399238,0.00024066685],"domain_scores_gemma":[0.998125,0.00008390454,0.00006721741,0.00007735327,0.00013012615,0.0015163599],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008598059,0.0007688338,0.0006244563,0.00036833255,0.002141765,0.004959164,0.0010306396,0.001724564,0.033422936],"category_scores_gemma":[0.0013118264,0.000499867,0.000495523,0.00041179333,0.00070511695,0.0011976366,0.0023120453,0.002491156,0.009949919],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0011193482,0.023752593,0.021431489,0.00093299296,0.00001742191,0.004475574,0.016802661,0.0018437866,0.04538127,0.021186851,0.2605288,0.60252726],"study_design_scores_gemma":[0.00048986083,0.008213336,0.09827648,0.0008690227,0.000035701996,0.0039158175,0.019395437,0.0022897378,0.0207426,0.012939042,0.83268046,0.00015250854],"about_ca_topic_score_codex":0.003383391,"about_ca_topic_score_gemma":0.015184134,"teacher_disagreement_score":0.033422936,"about_ca_system_score_codex":0.0024559011,"about_ca_system_score_gemma":0.0080768885,"threshold_uncertainty_score":0.11181092},"labels":[],"label_agreement":null},{"id":"W7097282093","doi":"","title":"Topic Group A Implementation of an Apple Centre for Innovation and Year 1 Mathematics Results","year":2016,"lang":"en","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Plan (archaeology); Microcomputer; Workstation; Group (periodic table); Time-sharing; Computer literacy","score_opus":0.03572023002223439,"score_gpt":0.36987266597475665,"score_spread":0.33415243595252225,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7097282093","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.072167754,0.0007733397,0.017823309,0.015683386,0.0068515576,0.009690616,0.0057478007,0.0044922237,0.8667701],"genre_scores_gemma":[0.15050408,0.00025677204,0.027573684,0.0023961852,0.0010933916,0.0036524974,0.0027693666,0.0006163683,0.8111377],"study_design_codex":"not_applicable","study_design_gemma":"observational","domain_scores_codex":[0.9935155,0.00081654615,0.00023523404,0.001090408,0.0027585137,0.0015838309],"domain_scores_gemma":[0.9851481,0.0015197442,0.0005632167,0.0015726705,0.0059071034,0.005289168],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009648153,0.00046059667,0.00045697583,0.0021026453,0.0044261483,0.0048300955,0.002408544,0.0026157983,0.090242974],"category_scores_gemma":[0.007919496,0.0004266874,0.0007034229,0.0011195911,0.0012979103,0.0021824911,0.0038009502,0.002031365,0.018430993],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006196392,0.0012731012,0.009113472,0.0004441399,0.000020216294,0.00037328544,0.007834793,0.00035550646,0.008027852,0.10683418,0.5609323,0.30417153],"study_design_scores_gemma":[0.00007206914,0.00027012336,0.012012115,0.000036803063,0.000007761045,0.000059113656,0.00059994817,0.0001413448,0.002304457,0.0014092466,0.9830546,0.000032495478],"about_ca_topic_score_codex":0.02275809,"about_ca_topic_score_gemma":0.05012408,"teacher_disagreement_score":0.090242974,"about_ca_system_score_codex":0.009246576,"about_ca_system_score_gemma":0.020299373,"threshold_uncertainty_score":0.30189288},"labels":[],"label_agreement":null},{"id":"W7097614597","doi":"","title":"PUB TYPE Reports- Research/Technical (143)-- Speeches /Conference Papers (150)","year":2016,"lang":"en","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Government (linguistics); Perception; Variety (cybernetics); Test (biology); Dimension (graph theory)","score_opus":0.20029523001527158,"score_gpt":0.4484620162937561,"score_spread":0.2481667862784845,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7097614597","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0011020612,0.001352404,0.00060551584,0.0038011668,0.012522796,0.0011097911,0.051172405,0.0014190127,0.92691475],"genre_scores_gemma":[0.0028113986,0.0019899067,0.00042362564,0.00086823705,0.0031703718,0.0005731578,0.013001295,0.00067442295,0.9764875],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9979716,0.00027447945,0.00016431767,0.00018374453,0.001206769,0.00019904652],"domain_scores_gemma":[0.9789797,0.0055361874,0.0014250536,0.001949303,0.009605622,0.002504117],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0034277288,0.0014970361,0.0010655802,0.0046322457,0.0013422979,0.0051199896,0.0014114206,0.0017806963,0.9271934],"category_scores_gemma":[0.014350447,0.0006982673,0.00067439675,0.0062640877,0.000618053,0.0028645874,0.0014216014,0.0013655137,0.8682819],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000041248062,0.00005835935,0.00019128944,0.00021947573,0.0000027107606,0.00002671911,0.000020259615,0.000024926192,0.00019166012,0.00044835344,0.9796608,0.019114198],"study_design_scores_gemma":[0.00003988116,0.000050917213,0.0022126092,0.00033776744,0.0000030949382,0.000028861108,0.000104960985,0.00005300539,0.00020007078,0.0002747049,0.99668366,0.000010509385],"about_ca_topic_score_codex":0.004484504,"about_ca_topic_score_gemma":0.003999978,"teacher_disagreement_score":0.0728066,"about_ca_system_score_codex":0.00166751,"about_ca_system_score_gemma":0.0027081436,"threshold_uncertainty_score":0.10384971},"labels":[],"label_agreement":null},{"id":"W7097939657","doi":"","title":"Equal for Girls 1","year":2007,"lang":"en","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Intervention (counseling); Class (philosophy); Computer software; White (mutation); Middle class","score_opus":0.06472886769757723,"score_gpt":0.4540097351009896,"score_spread":0.38928086740341233,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7097939657","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.22587761,0.003119026,0.001639151,0.022910822,0.0025672503,0.00026454378,0.0027298843,0.00023099325,0.7406608],"genre_scores_gemma":[0.41957062,0.0016495179,0.0010195702,0.00835415,0.0002612851,0.0002373802,0.0007814132,0.00014642971,0.5679796],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9979455,0.000320607,0.000085167376,0.00030482683,0.00059902703,0.00074489426],"domain_scores_gemma":[0.998541,0.00012037179,0.00024068839,0.00018066827,0.00031377855,0.0006035506],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010854236,0.00035815005,0.00055917184,0.0006509939,0.0056114383,0.0032184082,0.00080127345,0.0012200959,0.1087323],"category_scores_gemma":[0.0028479523,0.00026309027,0.00031491526,0.0008017485,0.0014630683,0.0016629653,0.0037611574,0.0010121192,0.016431838],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00037716562,0.0005505487,0.11411703,0.00061703357,0.000033111268,0.0020182687,0.07103672,0.000072202165,0.004238206,0.094620496,0.26960215,0.4427171],"study_design_scores_gemma":[0.000021129259,0.00012780522,0.045537878,0.00017455847,0.000012563117,0.000912893,0.02013386,0.00001469549,0.00058434205,0.0025309466,0.92993337,0.000015951562],"about_ca_topic_score_codex":0.02642769,"about_ca_topic_score_gemma":0.06407112,"teacher_disagreement_score":0.1087323,"about_ca_system_score_codex":0.0020228848,"about_ca_system_score_gemma":0.0028542818,"threshold_uncertainty_score":0.36374575},"labels":[],"label_agreement":null},{"id":"W7098026890","doi":"","title":"Computer familiarity and test performance on a computer-based cloze ESL reading assessment. Teaching English with","year":2012,"lang":"en","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Test (biology); Reading (process); Reading comprehension; Multiple choice; Cloze test; Connection (principal bundle)","score_opus":0.018369913875397857,"score_gpt":0.3036255355840873,"score_spread":0.2852556217086894,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7098026890","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99820614,0.000051599993,0.00007842813,0.000022686778,0.0000028238985,0.0000082283605,0.00009104905,0.000010785354,0.0015282547],"genre_scores_gemma":[0.9980495,0.000033581477,0.00016364378,0.0000127236235,0.0000040541254,0.000009147664,0.00014475569,0.0000050128797,0.001577611],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9989986,0.00021625872,0.00012338665,0.00015690317,0.00039784182,0.000107011525],"domain_scores_gemma":[0.9807,0.0070550516,0.0069857435,0.0006773728,0.002617399,0.0019644268],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012815008,0.00022638407,0.00019610932,0.000988863,0.00030355368,0.00092647446,0.00043661418,0.0003443852,0.008090549],"category_scores_gemma":[0.014825316,0.00014587509,0.00014996347,0.0005800334,0.0004003284,0.0006922487,0.0006471817,0.0003386566,0.00168686],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014615814,0.0002164422,0.98598355,0.000010628339,0.0000148017225,0.00007786549,0.0006308338,0.00004599833,0.00071213144,0.000025456287,0.00024917454,0.011886993],"study_design_scores_gemma":[0.000004140471,0.00019788746,0.998642,0.0000049114897,0.0000039352035,0.00010599297,0.0003623183,0.00015050595,0.00032490437,0.000013434805,0.00018698767,0.0000029583023],"about_ca_topic_score_codex":0.015133642,"about_ca_topic_score_gemma":0.04137595,"teacher_disagreement_score":0.015133642,"about_ca_system_score_codex":0.0006401171,"about_ca_system_score_gemma":0.00048081874,"threshold_uncertainty_score":0.030091107},"labels":[],"label_agreement":null},{"id":"W7099227867","doi":"","title":"Learning with eMates in Etobicoke Final Project Report","year":2000,"lang":"en","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Laptop; Observational study; Control (management); Statistical analysis; Logistic regression","score_opus":0.03578974527370412,"score_gpt":0.34775246195701615,"score_spread":0.31196271668331205,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7099227867","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9834796,0.00008096333,0.000699732,0.00027591834,0.00003448152,0.000033736123,0.00003130928,0.000032022028,0.015332226],"genre_scores_gemma":[0.96356004,0.00019230743,0.0013768917,0.00022333105,0.000016099308,0.00004670134,0.00008450853,0.000019393801,0.0344807],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99874604,0.00050636503,0.00006671265,0.00012854247,0.0002598361,0.00029259967],"domain_scores_gemma":[0.9987172,0.000225945,0.00021364051,0.0001527478,0.00016510056,0.00052546395],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001837724,0.00026196794,0.0002708526,0.0005079761,0.0015130824,0.0021436377,0.00043733921,0.00034202548,0.008920342],"category_scores_gemma":[0.0036689027,0.00017949169,0.00026854532,0.00020666646,0.00074404594,0.0009758199,0.0030165452,0.0007210878,0.00236808],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0017522563,0.01109618,0.3619845,0.00035941365,0.000050562747,0.004110738,0.09007083,0.00052032707,0.029302822,0.011192724,0.015526805,0.47403288],"study_design_scores_gemma":[0.00022492312,0.008420216,0.37619606,0.00031777864,0.00012343092,0.0068146144,0.11285764,0.001071617,0.04750282,0.009238437,0.43713412,0.00009834596],"about_ca_topic_score_codex":0.00062491087,"about_ca_topic_score_gemma":0.00232128,"teacher_disagreement_score":0.9993751,"about_ca_system_score_codex":0.00043595483,"about_ca_system_score_gemma":0.0008835993,"threshold_uncertainty_score":0.029841542},"labels":[],"label_agreement":null},{"id":"W7100196553","doi":"","title":"ATTITUDES OF SIXTH FORM FEMALE STUDENTS TOWARDS THE IT FIELD","year":2008,"lang":"en","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Field (mathematics); Phenomenon; Qualitative research; Work (physics); Information technology; Computer software; Key (lock)","score_opus":0.09801686221425208,"score_gpt":0.40447557580181326,"score_spread":0.30645871358756116,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7100196553","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.996637,0.0001358033,0.00007327366,0.00036664028,0.000025048841,0.000018356732,0.000044426874,0.0000031726165,0.0026962678],"genre_scores_gemma":[0.99270153,0.00025488494,0.000066224726,0.0003125716,0.00001586147,0.000022054466,0.000035571822,0.00000475162,0.006586543],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9984523,0.00041786232,0.00008350307,0.00011979197,0.00044036133,0.00048606057],"domain_scores_gemma":[0.9949122,0.00093664904,0.001254255,0.00015271803,0.00076507346,0.001979135],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022937865,0.00035792906,0.0005704603,0.0012847901,0.0018442132,0.0038818738,0.00028647226,0.0010307634,0.0095174415],"category_scores_gemma":[0.0045097624,0.00028703766,0.00039249385,0.0006212436,0.0013864937,0.0011033587,0.0015348843,0.0011914967,0.0022814057],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000312117,0.0008133719,0.77840555,0.00016018137,0.000023671206,0.0015078447,0.17643453,0.00009688706,0.0048959833,0.0012632833,0.0019405733,0.034145966],"study_design_scores_gemma":[0.000021748514,0.0009777112,0.45062932,0.00020488955,0.00002476228,0.0016942712,0.5217447,0.0002570729,0.001487555,0.00028329168,0.022620218,0.000054386408],"about_ca_topic_score_codex":0.004554961,"about_ca_topic_score_gemma":0.005297609,"teacher_disagreement_score":0.0095174415,"about_ca_system_score_codex":0.00083707564,"about_ca_system_score_gemma":0.0007319713,"threshold_uncertainty_score":0.031838953},"labels":[],"label_agreement":null},{"id":"W7101091812","doi":"","title":"FACULTÉ DES SCIENCES SOCIALES","year":2015,"lang":"en","type":"article","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Human science; Research methodology; Subject (documents); Social environment","score_opus":0.6291534990786544,"score_gpt":0.501365517522445,"score_spread":0.1277879815562094,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7101091812","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.20160466,0.02375821,0.0030627265,0.03892387,0.0031357487,0.0006951511,0.02857311,0.00070365734,0.6995428],"genre_scores_gemma":[0.47348973,0.011331026,0.004494723,0.0023316105,0.0006657506,0.0013025358,0.005932022,0.00016717418,0.5002854],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99827504,0.00037712924,0.00010712888,0.00023797542,0.0006330785,0.00036969353],"domain_scores_gemma":[0.9960348,0.0007518252,0.00039104256,0.00037332246,0.0011475774,0.0013014555],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0017684754,0.00055897067,0.0008031368,0.0021084012,0.0031575118,0.003679724,0.000531592,0.00084620964,0.10574407],"category_scores_gemma":[0.0068325535,0.00021575514,0.00041734418,0.0027424647,0.0009763913,0.001484779,0.0033056177,0.0015125464,0.02567809],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002281512,0.0004858933,0.14536752,0.0009697365,0.00009886501,0.0005884942,0.0133982105,0.00047973264,0.002265836,0.114518024,0.21717085,0.50442857],"study_design_scores_gemma":[0.000017492004,0.00011194855,0.20899922,0.00040882552,0.000009023006,0.00026805984,0.0040150145,0.00015697109,0.00048660624,0.005465551,0.78003263,0.000028733746],"about_ca_topic_score_codex":0.03025703,"about_ca_topic_score_gemma":0.040309817,"teacher_disagreement_score":0.89425594,"about_ca_system_score_codex":0.003877254,"about_ca_system_score_gemma":0.009061826,"threshold_uncertainty_score":0.35374916},"labels":[],"label_agreement":null},{"id":"W7102687646","doi":"10.5281/zenodo.17480239","title":"Effects of Technohome Project on the Hands-on-Skills and Academic Performance of Grade 10 Stduents Final","year":2025,"lang":"","type":"book","venue":"Zenodo (CERN European Organization for Nuclear Research)","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Academic achievement; Quarter (Canadian coin); Population; Academic year; Research design; Data collection","score_opus":0.0455486706987003,"score_gpt":0.299429014369703,"score_spread":0.2538803436710027,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7102687646","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992574,0.000039105693,0.000016579123,0.000008956783,0.000004746625,0.000004592722,0.000043928943,0.0000027157057,0.000621936],"genre_scores_gemma":[0.99694854,0.000076125354,0.000059224774,0.000009735545,0.0000035743994,0.000015642396,0.00012045969,0.0000017788481,0.0027649996],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995091,0.0001031943,0.000036327427,0.000063802545,0.00013496452,0.00015259584],"domain_scores_gemma":[0.99823284,0.0003278283,0.00050722965,0.00007050166,0.00021644068,0.0006452131],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004319143,0.0004042924,0.00023472836,0.0005177315,0.0003045346,0.0005324094,0.0002777398,0.00028983405,0.003600533],"category_scores_gemma":[0.0016093234,0.00012979942,0.0003503172,0.00025026454,0.00019723091,0.00016563604,0.0006834968,0.00037712994,0.00056752714],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0016185648,0.0064123385,0.87722427,0.00013820863,0.00010429719,0.0011160388,0.002688506,0.0004126923,0.00977153,0.00011654483,0.00090462883,0.09949241],"study_design_scores_gemma":[0.000007829245,0.0034145853,0.9927388,0.000017487153,0.000024167644,0.00008618007,0.0011243935,0.00007527908,0.0017191281,0.00002071638,0.000764245,0.0000071320906],"about_ca_topic_score_codex":0.0043403623,"about_ca_topic_score_gemma":0.009833658,"teacher_disagreement_score":0.0043403623,"about_ca_system_score_codex":0.0002756639,"about_ca_system_score_gemma":0.00033081628,"threshold_uncertainty_score":0.012045026},"labels":[],"label_agreement":null},{"id":"W7106489457","doi":"10.5281/zenodo.17693533","title":"Integrating ICT in Teacher Education: A Critical Analysis of Digital Tool Usage and Its Effect on Secondary School Students' Performance in Jharkhand","year":2025,"lang":"","type":"article","venue":"Zenodo (CERN European Organization for Nuclear Research)","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Information and Communications Technology; Government (linguistics); Test (biology); Quarter (Canadian coin); Presentation (obstetrics); Technology integration; Class (philosophy); Descriptive statistics","score_opus":0.017982606036195177,"score_gpt":0.3247155727898142,"score_spread":0.30673296675361905,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7106489457","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99917126,0.000087769215,0.000029362971,0.000029207604,0.0000031470804,0.000009863721,0.00003463042,0.0000021328417,0.0006326656],"genre_scores_gemma":[0.9993799,0.00011411565,0.000059824863,0.000011432866,0.000004157213,0.000013344709,0.00006393011,0.0000014292384,0.00035177142],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99902546,0.00027133102,0.000093516035,0.000108663255,0.00029052576,0.0002105767],"domain_scores_gemma":[0.9955823,0.0021734494,0.0007034918,0.00014071766,0.0007774644,0.00062253565],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011725494,0.00020604827,0.00031864992,0.0018096097,0.0009796838,0.00097125134,0.00041541457,0.000261207,0.0012626643],"category_scores_gemma":[0.0030913549,0.00019826094,0.00040313476,0.0018107729,0.0008070501,0.00044290486,0.0009909964,0.0007318468,0.00020992232],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004062204,0.00068871956,0.91844577,0.00021730785,0.00005118827,0.0010122659,0.03944262,0.00013748267,0.0033584037,0.00007959749,0.00032443224,0.035836026],"study_design_scores_gemma":[0.0000022474926,0.0002999309,0.9891474,0.000014452353,0.000014062981,0.00007312542,0.009735881,0.000034012803,0.00028763007,0.0000070117267,0.0003796634,0.0000044933927],"about_ca_topic_score_codex":0.016949028,"about_ca_topic_score_gemma":0.029691743,"teacher_disagreement_score":0.016949028,"about_ca_system_score_codex":0.0010335236,"about_ca_system_score_gemma":0.001103097,"threshold_uncertainty_score":0.033700764},"labels":[],"label_agreement":null},{"id":"W7108642482","doi":"10.1108/978-1-64113-392-0","title":"Crossing the Bridge of the Digital Divide","year":2018,"lang":"en","type":"book","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Digital divide; Equity (law); Bridge (graph theory); Inequality; Bridging (networking); Ethnic group; Information technology; Social justice","score_opus":0.039046214138330815,"score_gpt":0.32107063675835346,"score_spread":0.28202442262002264,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7108642482","genre_codex":"commentary","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.027448509,0.05650382,0.0045562424,0.74613035,0.011907554,0.00009750397,0.00004344869,0.00019502087,0.15311751],"genre_scores_gemma":[0.5565948,0.07184853,0.008521801,0.27397048,0.008450542,0.00031502667,0.00009604959,0.00042701952,0.07977579],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9860903,0.0086147245,0.00026211335,0.000764969,0.00164124,0.0026265697],"domain_scores_gemma":[0.99158794,0.004187626,0.00035016495,0.0004838407,0.00068682956,0.0027036765],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0116181895,0.0012199867,0.0010486636,0.0034179937,0.031711902,0.031598188,0.002044496,0.013006423,0.0139350565],"category_scores_gemma":[0.01055032,0.00061897235,0.0010779066,0.0027928676,0.046404287,0.065795444,0.02998564,0.018142194,0.0024484384],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008613379,0.000224937,0.0023875318,0.0006001212,0.00003601359,0.0015334396,0.25433996,0.00019271373,0.0009166424,0.37603748,0.23190068,0.13174425],"study_design_scores_gemma":[0.000010840225,0.00005730078,0.0006721881,0.0007988897,0.0000081680355,0.00030165675,0.17029813,0.00007121092,0.00015895054,0.07822385,0.7493701,0.00002868504],"about_ca_topic_score_codex":0.0053596953,"about_ca_topic_score_gemma":0.010120246,"teacher_disagreement_score":0.031711902,"about_ca_system_score_codex":0.007028222,"about_ca_system_score_gemma":0.012869997,"threshold_uncertainty_score":0.061443567},"labels":[],"label_agreement":null},{"id":"W7112399931","doi":"","title":"A Landscape Review of Primary Computing:In Initial Teacher Education","year":2024,"lang":"en","type":"article","venue":"Edge Hill University Research Information Repository (Edge Hill University)","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Education and Early Childhood Development","funders":"","keywords":"Workforce; Teacher education; Training (meteorology); Workforce development; Professional development; Further education","score_opus":0.03540526470246028,"score_gpt":0.3238004348344054,"score_spread":0.2883951701319451,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7112399931","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00092648977,0.9807303,0.00019136298,0.013393312,0.0005916568,0.000018575409,0.00020643279,0.000011816406,0.003929977],"genre_scores_gemma":[0.014183475,0.9784168,0.0004950524,0.005291432,0.00036257633,0.000050225375,0.00023114448,0.00002295734,0.0009462618],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9954821,0.0019289558,0.0008841633,0.00047635348,0.00085900904,0.00036930913],"domain_scores_gemma":[0.97115064,0.01858546,0.0025335832,0.0005086405,0.005899101,0.0013225159],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0069058486,0.0004169136,0.001182197,0.0074886717,0.0009149523,0.005389565,0.0011271664,0.0017655048,0.0073937937],"category_scores_gemma":[0.025076387,0.0005311387,0.00095986214,0.013565507,0.0016209062,0.004556483,0.002582477,0.0024594865,0.0011453867],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013907373,0.00006323219,0.0029533023,0.09827759,0.00021047083,0.00029215438,0.0038442633,0.00022676776,0.0005980212,0.020576125,0.1283441,0.74447495],"study_design_scores_gemma":[0.000013088835,0.00009094312,0.0092118075,0.11668039,0.00028143794,0.0004421543,0.0032806878,0.000041083953,0.0001954844,0.002229416,0.8675149,0.000018659151],"about_ca_topic_score_codex":0.014263861,"about_ca_topic_score_gemma":0.036848713,"teacher_disagreement_score":0.014263861,"about_ca_system_score_codex":0.005975009,"about_ca_system_score_gemma":0.017950743,"threshold_uncertainty_score":0.04335195},"labels":[],"label_agreement":null},{"id":"W7113468739","doi":"","title":"Human Choice and Computers, Issues of Choice and Quality of Life in the Information Society:Proceedings of the IFIP-HCC6 Conference, 17th World Computer Congress, Montréal, August 2002","year":2002,"lang":"en","type":"book","venue":"Repository of the University of Namur","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Quality (philosophy); Quality of life (healthcare); Human life; Information system","score_opus":0.026603446368871013,"score_gpt":0.24727270164270398,"score_spread":0.22066925527383296,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7113468739","genre_codex":"review","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0013153857,0.82172036,0.003016987,0.022537036,0.00444204,0.000043348176,0.0003744479,0.00007274298,0.1464776],"genre_scores_gemma":[0.034862503,0.64789414,0.003798101,0.008368638,0.0053680735,0.00016965574,0.00065174524,0.000101222824,0.2987859],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9997477,0.00007353405,0.000013497711,0.000027183818,0.000120812314,0.000017241986],"domain_scores_gemma":[0.9991222,0.00065135595,0.000032478314,0.000028496816,0.00010854617,0.00005690665],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006879469,0.00084412383,0.0008941572,0.0014702702,0.000880602,0.0036052691,0.0006303834,0.0019981186,0.017552577],"category_scores_gemma":[0.0017018457,0.00040840582,0.00021920491,0.0039166017,0.0021427362,0.0036224374,0.00072090945,0.0020424323,0.0033060736],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000030386816,0.000056297697,0.00043617983,0.00069788203,0.000018732651,0.000059526785,0.0016279198,0.00060283206,0.00022757165,0.1255778,0.70566833,0.16499656],"study_design_scores_gemma":[0.000021118705,0.000025117044,0.002869532,0.0010377435,0.000013128643,0.0002368841,0.0008700586,0.00042626777,0.00015622807,0.09490488,0.89941955,0.000019502835],"about_ca_topic_score_codex":0.013196244,"about_ca_topic_score_gemma":0.03261243,"teacher_disagreement_score":0.017552577,"about_ca_system_score_codex":0.002013311,"about_ca_system_score_gemma":0.002891468,"threshold_uncertainty_score":0.058719218},"labels":[],"label_agreement":null},{"id":"W7115195924","doi":"10.1080/1369118x.2025.2592771","title":"Who is concerned about digitalization? The role of digital literacy and exposure across 30 countries","year":2025,"lang":"en","type":"article","venue":"Information Communication & Society","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Digital literacy; Literacy; Digital divide; Technological literacy; Information and Communications Technology; Digital media","score_opus":0.00829385857282551,"score_gpt":0.31984239875100684,"score_spread":0.31154854017818134,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7115195924","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9921509,0.0021773118,0.00017960767,0.0014259466,0.000026798916,0.000015595768,0.00054876035,0.000005601571,0.0034694104],"genre_scores_gemma":[0.99906236,0.00048610388,0.000050657534,0.00011173248,0.0000061500173,0.0000072927196,0.00018928337,0.000002148725,0.000084152976],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9961862,0.0019228477,0.0004549113,0.0004893136,0.00035804138,0.0005886201],"domain_scores_gemma":[0.98339593,0.0063459813,0.0067455024,0.00093192694,0.0011201632,0.0014604932],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004170296,0.00022992636,0.00042757762,0.0023119363,0.0007007595,0.0026417095,0.00051837513,0.00054471433,0.0016557461],"category_scores_gemma":[0.018764885,0.00027358913,0.0005240656,0.003801916,0.001706845,0.0024390207,0.003396956,0.001108444,0.00015806004],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000034316585,0.00001966995,0.9827983,0.0000952825,0.000092390335,0.0001276163,0.0058071758,0.000102687016,0.000033736484,0.00057205954,0.0005816567,0.009735159],"study_design_scores_gemma":[0.0000034556085,0.00003405276,0.9812702,0.00025731436,0.000048010043,0.00016554455,0.015433054,0.00016841084,0.000056559136,0.00029205266,0.0022572814,0.00001414159],"about_ca_topic_score_codex":0.01756954,"about_ca_topic_score_gemma":0.012885521,"teacher_disagreement_score":0.01756954,"about_ca_system_score_codex":0.00073489215,"about_ca_system_score_gemma":0.0007078167,"threshold_uncertainty_score":0.03493458},"labels":[],"label_agreement":null},{"id":"W7115983175","doi":"","title":"Understanding the digital divide: Contributing factors and their negative effects on rural students’ academic performance","year":2025,"lang":"fr","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Nipissing University","funders":"","keywords":"Digital divide; Key (lock); Digital literacy; Literacy; Theme (computing); Technological literacy; Educational technology; Emerging technologies","score_opus":0.2959019107785615,"score_gpt":0.5518096533692182,"score_spread":0.2559077425906567,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7115983175","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.65009826,0.27877602,0.0019726555,0.027996002,0.0003260653,0.000036032376,0.0002921558,0.000022912223,0.04047994],"genre_scores_gemma":[0.9073364,0.08957552,0.0004904791,0.00070644246,0.00018150696,0.000020315249,0.000079203375,0.0000049782516,0.0016050972],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99927086,0.00027953007,0.000046718083,0.00009421324,0.00019891963,0.000109805565],"domain_scores_gemma":[0.9976434,0.0012747347,0.00059389655,0.000036953483,0.0002813731,0.00016961132],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014146806,0.0002457811,0.00032749312,0.002228961,0.00061229337,0.002441766,0.00031483782,0.00065756025,0.0031047151],"category_scores_gemma":[0.0039379015,0.00009884742,0.00028175133,0.0020116742,0.0013247258,0.00287886,0.0016622253,0.0007767155,0.00027572093],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000116292285,0.00033005571,0.36164194,0.0067240596,0.00022661347,0.0009064876,0.03994961,0.00064000755,0.001273603,0.03240051,0.00527377,0.550517],"study_design_scores_gemma":[0.000021048258,0.00028735376,0.6739838,0.011318512,0.00041592942,0.0011178054,0.12578295,0.0008170192,0.0007988758,0.028202465,0.15719038,0.00006389449],"about_ca_topic_score_codex":0.005207841,"about_ca_topic_score_gemma":0.009252863,"teacher_disagreement_score":0.005207841,"about_ca_system_score_codex":0.00063271675,"about_ca_system_score_gemma":0.001810915,"threshold_uncertainty_score":0.010386288},"labels":[],"label_agreement":null},{"id":"W7116944812","doi":"10.5430/wjel.v16n3p1","title":"Actually Segregated, Virtually Integrated! The Impact of Virtual Learning on the Sustainable Development of Saudi EFL Students: A Focus on Gender Equality","year":2025,"lang":"","type":"article","venue":"World Journal of English Language","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Prince Sattam bin Abdulaziz University","keywords":"Premise; Virtual learning environment; Sustainable development; Gender equality; Sample (material); Focus (optics); Diversity (politics)","score_opus":0.017156615315180465,"score_gpt":0.33559368745897344,"score_spread":0.31843707214379297,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7116944812","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96787035,0.00057928445,0.0007039059,0.0019382389,0.000044463784,0.000013554043,0.00001779981,0.000006707038,0.028825782],"genre_scores_gemma":[0.9983469,0.00016104181,0.00017926456,0.00016509273,0.0000044681265,0.000003988142,0.0000052182663,0.0000023229993,0.0011316317],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9980009,0.0011434074,0.000047963254,0.00011072596,0.0003137213,0.00038330865],"domain_scores_gemma":[0.9985892,0.0003509736,0.00028598093,0.000102578066,0.00024617926,0.000425066],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018993954,0.0003361359,0.0002416566,0.00051675405,0.0037514516,0.0048103575,0.00046996033,0.000618261,0.0037993523],"category_scores_gemma":[0.002506518,0.000093508046,0.00024678564,0.00039157542,0.0035340807,0.0027607398,0.006172191,0.0008026256,0.00033729654],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004144001,0.00070399465,0.16270624,0.00063820597,0.000110672234,0.0020206086,0.3570434,0.00088499504,0.008223188,0.08196411,0.0044564665,0.38083375],"study_design_scores_gemma":[0.00002468613,0.000683509,0.107001364,0.0006916553,0.00009596192,0.000777939,0.7707318,0.0010355945,0.00436826,0.015065522,0.09943953,0.00008415129],"about_ca_topic_score_codex":0.005652115,"about_ca_topic_score_gemma":0.0110585615,"teacher_disagreement_score":0.005652115,"about_ca_system_score_codex":0.001593913,"about_ca_system_score_gemma":0.0025908044,"threshold_uncertainty_score":0.012710094},"labels":[],"label_agreement":null},{"id":"W7131391479","doi":"10.71895/prsm/revue-rise.n3.43","title":"Les déterminants intra-individuels de l’acceptation et utilisation des technologies d’information et communication (TIC) comme outil pédagogique : Cas du Data Show par les professeurs du lycée à Agadir.","year":2024,"lang":"fr","type":"article","venue":"Revue des sciences de l éducation","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Peer evaluation; Occupational training","score_opus":0.5324275827984227,"score_gpt":0.48632256699241977,"score_spread":0.04610501580600296,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7131391479","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98970616,0.000525045,0.0009801383,0.0005453312,0.000009748002,0.00008022713,0.00018957799,0.000007301459,0.007956517],"genre_scores_gemma":[0.9952356,0.00042740276,0.0009673435,0.00011285779,0.000004658397,0.00010996844,0.00018339534,0.0000103471675,0.0029484478],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9944259,0.0026685698,0.00024435602,0.0006192043,0.0012513682,0.00079059455],"domain_scores_gemma":[0.97551167,0.014849942,0.003742559,0.0014069655,0.003592956,0.0008958736],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007559151,0.0004037357,0.00044896267,0.0020727157,0.0019805045,0.0043608705,0.0006864353,0.00085370115,0.0052768644],"category_scores_gemma":[0.019735403,0.00031209737,0.00055983255,0.00335628,0.0023763424,0.0023776805,0.0027070013,0.0013019063,0.0008660285],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023862414,0.00012334369,0.7634601,0.00043741314,0.00009954395,0.0005778291,0.1766309,0.00017966694,0.0030622755,0.0054904385,0.00075277855,0.048947044],"study_design_scores_gemma":[0.000010991944,0.00016753306,0.8211295,0.0002226601,0.000044948112,0.000200472,0.16215602,0.00026134486,0.0010232958,0.0007729957,0.013965458,0.000044812434],"about_ca_topic_score_codex":0.045630705,"about_ca_topic_score_gemma":0.0630566,"teacher_disagreement_score":0.045630705,"about_ca_system_score_codex":0.0037805806,"about_ca_system_score_gemma":0.005307405,"threshold_uncertainty_score":0.09073019},"labels":[],"label_agreement":null},{"id":"W7132928065","doi":"","title":"Teaching styles and faculty attitudes towards computer technology in teaching and learning at a college in Ontario","year":2002,"lang":"","type":"dissertation","venue":"TSpace","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Cognitive style; Learning styles; Computer literacy; Cognition; Computer technology; Sample (material); Information technology; Computer-Assisted Instruction; Teaching method","score_opus":0.03328603675723783,"score_gpt":0.36850904603137524,"score_spread":0.3352230092741374,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7132928065","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9986362,0.000026461015,0.000031473137,0.00016158713,0.0000026396228,0.000009120732,0.000041510008,0.0000032305238,0.0010878227],"genre_scores_gemma":[0.997971,0.000094502466,0.00006527362,0.000051883922,0.0000034165425,0.000006485654,0.000036863665,0.0000023996188,0.0017680423],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9992993,0.00007837726,0.00003820542,0.00005723669,0.00033155057,0.000195365],"domain_scores_gemma":[0.99518955,0.0005383407,0.0009834295,0.00009310696,0.0010447783,0.0021507791],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00044386004,0.00012120013,0.00012808829,0.00072269,0.0023759322,0.0010588418,0.00033529897,0.00017290247,0.003454561],"category_scores_gemma":[0.0030427317,0.00022061412,0.00015959873,0.0010139385,0.0009821282,0.00036148875,0.0005330246,0.00029517993,0.00031473668],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000043484884,0.00014477677,0.9642688,0.000028292941,0.000009357958,0.00023642356,0.017018024,0.0000712391,0.0018874576,0.00008900515,0.0004594941,0.015743678],"study_design_scores_gemma":[0.0000050946414,0.00008080814,0.98369455,0.000013008978,0.000004052215,0.00006348288,0.013973545,0.00011261474,0.00018958565,0.000031717256,0.0018232292,0.000008149239],"about_ca_topic_score_codex":0.699784,"about_ca_topic_score_gemma":0.86777145,"teacher_disagreement_score":0.30021602,"about_ca_system_score_codex":0.009255814,"about_ca_system_score_gemma":0.010826407,"threshold_uncertainty_score":0.6039681},"labels":[],"label_agreement":null},{"id":"W7132998108","doi":"","title":"A Critical Exploration of Contingent Workers&apos; Training and Access to Information and Communication Technology","year":2011,"lang":"en","type":"dissertation","venue":"TSpace","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Information and Communications Technology; Social exclusion; Context (archaeology); Resistance (ecology); Contingency; Physical access","score_opus":0.14805296763594963,"score_gpt":0.4705237576912429,"score_spread":0.3224707900552932,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7132998108","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7982589,0.0053997827,0.0062741344,0.056066785,0.0008216592,0.0002887218,0.000067150926,0.00004770363,0.13277516],"genre_scores_gemma":[0.9930233,0.0010418256,0.00057607936,0.0014630744,0.00008618167,0.000090686764,0.000011598101,0.000022207138,0.0036850483],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9873985,0.009093959,0.00022265162,0.00053358346,0.0012573262,0.0014939408],"domain_scores_gemma":[0.9857814,0.011174499,0.00077277987,0.00047522626,0.000773307,0.0010228058],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011020652,0.0006699172,0.0006306496,0.0024276276,0.039118312,0.010725641,0.002496792,0.0037966173,0.0027493734],"category_scores_gemma":[0.013112716,0.0006064374,0.00040741888,0.0020493593,0.07219519,0.0077213827,0.013256206,0.0085386615,0.00018060346],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000009839165,0.000012763936,0.00034916168,0.00004366072,0.0000014025242,0.0005690075,0.96716756,0.000014017426,0.0001518764,0.02919302,0.00071894034,0.0017687423],"study_design_scores_gemma":[0.0000024377857,0.00001466079,0.00062993483,0.00015333352,0.0000019152144,0.00019242954,0.9616787,0.00003817272,0.00011210281,0.0035168303,0.033652253,0.0000072243533],"about_ca_topic_score_codex":0.016080972,"about_ca_topic_score_gemma":0.02286141,"teacher_disagreement_score":0.039118312,"about_ca_system_score_codex":0.011891433,"about_ca_system_score_gemma":0.010225957,"threshold_uncertainty_score":0.086278856},"labels":[],"label_agreement":null},{"id":"W7133066214","doi":"","title":"Personal-professional Interconnections: Contextualizing Teachers&apos; Use of Information and Communication Technologies in the Classroom","year":2013,"lang":"en","type":"dissertation","venue":"TSpace","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Information and Communications Technology; Narrative; Value (mathematics); Focus (optics); Information technology; Emerging technologies","score_opus":0.07470731243113289,"score_gpt":0.4130707627345267,"score_spread":0.3383634503033938,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7133066214","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97486794,0.00093763875,0.0013352823,0.0018587861,0.000040444982,0.000026440215,0.00003285126,0.00002139363,0.020879213],"genre_scores_gemma":[0.9984371,0.00026809072,0.00019066599,0.00009474482,0.000006802163,0.000008993082,0.0000090845915,0.0000099150675,0.0009746526],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9932628,0.004316592,0.00022014648,0.00062852085,0.0007517605,0.0008202259],"domain_scores_gemma":[0.98978466,0.0071834824,0.0010707701,0.000398433,0.0005335651,0.0010291595],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0049622566,0.00030700635,0.000467949,0.0020863446,0.009193693,0.0090706935,0.0009110151,0.0012246666,0.0034589665],"category_scores_gemma":[0.011080371,0.0005402407,0.00029700776,0.0014961625,0.01862707,0.006523201,0.008720345,0.0018692608,0.00032246325],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000010029339,0.000014209287,0.0062246784,0.000027617836,0.0000032627108,0.00022366298,0.98868024,0.0000148705,0.00016274513,0.001968638,0.0001092935,0.0025606407],"study_design_scores_gemma":[0.0000016752607,0.000012710296,0.0068587996,0.000038916543,0.0000044072594,0.0001075922,0.9862592,0.000020284244,0.00007999059,0.00075688545,0.00585366,0.0000058229],"about_ca_topic_score_codex":0.018309712,"about_ca_topic_score_gemma":0.029794196,"teacher_disagreement_score":0.018309712,"about_ca_system_score_codex":0.00431569,"about_ca_system_score_gemma":0.00344154,"threshold_uncertainty_score":0.03640628},"labels":[],"label_agreement":null},{"id":"W7162036147","doi":"10.82308/22351","title":"Technology and motivation in higher education","year":2015,"lang":"en","type":"dissertation","venue":"","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Attribution; Higher education; Causality (physics); Attribution bias; Affect (linguistics)","score_opus":0.04544376707219614,"score_gpt":0.37131716838074985,"score_spread":0.3258734013085537,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7162036147","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9651136,0.0032501877,0.0003041297,0.0016525605,0.00005821208,0.0000272757,0.000031157077,0.000007759723,0.029555207],"genre_scores_gemma":[0.9973375,0.0006347746,0.00009656804,0.000085984706,0.000015853024,0.000006975134,0.000008620602,0.0000018538736,0.0018118168],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993266,0.00026868266,0.000021924607,0.000056338173,0.0001431731,0.00018325291],"domain_scores_gemma":[0.997612,0.0007207851,0.0005281117,0.000045262193,0.00016398501,0.0009297696],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013569038,0.0001513317,0.00015735131,0.0009357402,0.0013395394,0.002989129,0.0002602306,0.00047569943,0.00456661],"category_scores_gemma":[0.0040389253,0.00007947284,0.00020806077,0.00074098527,0.00115955,0.00066430547,0.0010407413,0.00063070824,0.00024771068],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015327253,0.0013609771,0.7722221,0.000246312,0.000077222634,0.00029443274,0.0181683,0.00061027455,0.0008988237,0.036820404,0.0031612748,0.16598654],"study_design_scores_gemma":[0.000013500844,0.00018249934,0.96802014,0.00016480101,0.000019397028,0.00012221512,0.007836484,0.00046861666,0.00021701929,0.009380064,0.013551462,0.000023789229],"about_ca_topic_score_codex":0.0046238373,"about_ca_topic_score_gemma":0.0076359455,"teacher_disagreement_score":0.0046238373,"about_ca_system_score_codex":0.0015592789,"about_ca_system_score_gemma":0.0018316872,"threshold_uncertainty_score":0.015276849},"labels":[],"label_agreement":null},{"id":"W88125431","doi":"","title":"Explaining computer use among preservice teachers: towards the development of a richer conceptual model incorporating experience, demographic, motivation, personality, and learning style clusters of variables","year":2006,"lang":"en","type":"article","venue":"Scholarship at UWindsor (University of Windsor)","topic":"Gender and Technology in Education","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Windsor","funders":"","keywords":"Personality; Computer literacy; Psychology; Experiential learning; Terminology; Mathematics education; Qualitative research; Conceptual framework; Computer technology; Qualitative property; Pedagogy; Social psychology; Computer science; Multimedia; Sociology","score_opus":0.05302229113287332,"score_gpt":0.2574458790386055,"score_spread":0.20442358790573217,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W88125431","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98340917,0.00030079574,0.012875817,0.00088374474,0.0000092335995,0.00014536893,0.0001283864,0.000031028438,0.002216326],"genre_scores_gemma":[0.9909218,0.0003108384,0.008050379,0.00005693098,0.0000071972545,0.00012108174,0.00020860224,0.0000063631473,0.0003168334],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99921143,0.00042169265,0.00004571303,0.000121187506,0.000100257304,0.0000995797],"domain_scores_gemma":[0.9940632,0.0038566233,0.0009575044,0.0002958811,0.0003906446,0.00043607366],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026038105,0.0007395941,0.0004343787,0.0027692702,0.0011596517,0.003831335,0.0012667152,0.0010237464,0.0023135627],"category_scores_gemma":[0.0064852885,0.00054432714,0.0008630584,0.0016927836,0.0022527613,0.0031936106,0.0022561701,0.0013690953,0.00015898905],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003467667,0.0005630772,0.9201334,0.0001502276,0.000116889525,0.00016482588,0.0328967,0.0023545842,0.0003695851,0.014532753,0.0006108937,0.02807247],"study_design_scores_gemma":[0.000074084026,0.000523483,0.7583909,0.0007840277,0.00028830036,0.0005511822,0.09583484,0.08462837,0.00057306315,0.050192706,0.008052317,0.0001067048],"about_ca_topic_score_codex":0.020529864,"about_ca_topic_score_gemma":0.019991275,"teacher_disagreement_score":0.020529864,"about_ca_system_score_codex":0.0020272455,"about_ca_system_score_gemma":0.0038686907,"threshold_uncertainty_score":0.040820718},"labels":[],"label_agreement":null}]}