{"meta":{"query_hash":"6a283469b04f","filters":{"venue":"British Journal of Educational Technology"},"cohort_total":113,"direct_labels_cover":0,"predictions_cover":113,"exported":113,"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/6a283469b04f","api":"https://metacan.xera.ac/api/v1/cohort?venue=British+Journal+of+Educational+Technology"},"results":[{"id":"W1503803710","doi":"10.1111/j.1467-8535.2010.01121.x","title":"Learning by creating and exchanging objects: The SCY experience","year":2010,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Open Education and E-Learning","field":"Computer Science","cited_by":98,"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","funders":"","keywords":"Computer science; Process (computing); Mathematics education; World Wide Web; Knowledge management; Psychology","score_opus":0.005949691683286691,"score_gpt":0.26387030527381466,"score_spread":0.257920613590528,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1503803710","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":[0.86979,0.0019755831,0.019845445,0.008242075,0.00027456743,0.00017913568,0.00009850297,0.00049139914,0.099103294],"genre_scores_gemma":[0.9664835,0.0010826458,0.008598848,0.0009396041,0.00008849592,0.00011313891,0.00011937617,0.00023345275,0.022341043],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99318355,0.0042734416,0.00016491942,0.00049377215,0.0010670591,0.00081724423],"domain_scores_gemma":[0.990873,0.004421434,0.0005065299,0.0008552344,0.00036009887,0.002983627],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0059530805,0.0006108746,0.0007531712,0.0014547872,0.006736587,0.010044755,0.001692931,0.0035060633,0.009424112],"category_scores_gemma":[0.011081374,0.00055626914,0.0007206385,0.0010808773,0.014712023,0.011109904,0.021278026,0.004631305,0.0013624596],"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":[0.00017796809,0.0004203012,0.0051514776,0.00033479117,0.000029009576,0.0027632709,0.9033516,0.00046595742,0.0031561938,0.032495093,0.010756258,0.040897995],"study_design_scores_gemma":[0.000115585186,0.00062294904,0.0061983517,0.0005112472,0.000031660435,0.0051356796,0.4954149,0.0021121518,0.0020286464,0.022325171,0.46535984,0.00014378979],"about_ca_topic_score_codex":0.0019094632,"about_ca_topic_score_gemma":0.0025252972,"teacher_disagreement_score":0.010044755,"about_ca_system_score_codex":0.0017042146,"about_ca_system_score_gemma":0.0022166807,"threshold_uncertainty_score":0.031526804},"labels":[],"label_agreement":null},{"id":"W1508656924","doi":"10.1111/j.1467-8535.2011.01237.x","title":"The implementation of pre‐lecture resources to reduce in‐class cognitive load: A case study for higher education chemistry","year":2011,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Visual and Cognitive Learning Processes","field":"Psychology","cited_by":140,"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":"Higher Education Authority; Strategic Innovation Fund","keywords":"Terminology; Cognitive load; Class (philosophy); Computer science; Mathematics education; Resource (disambiguation); Cognition; Process (computing); Test (biology); Psychology; Artificial intelligence","score_opus":0.030147492213203977,"score_gpt":0.4016920593305597,"score_spread":0.37154456711735573,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1508656924","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":[0.9832343,0.0001500606,0.007860853,0.0011293517,0.000079220255,0.0006203886,0.000046283298,0.000108879765,0.0067706257],"genre_scores_gemma":[0.9673322,0.0003172519,0.022655765,0.00035817764,0.000053209376,0.0004036106,0.00005433967,0.00006341051,0.008762074],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9958902,0.0024160026,0.00014883632,0.00025986988,0.00061545084,0.00066965993],"domain_scores_gemma":[0.9883137,0.0064757965,0.00067709485,0.00097480457,0.0011530475,0.0024055056],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005094496,0.00063150853,0.00048058206,0.00078828353,0.003129284,0.0024465723,0.0023858368,0.0021279682,0.0044196327],"category_scores_gemma":[0.011915763,0.00035995242,0.000691273,0.0005179721,0.0014273328,0.001505742,0.0018977319,0.0019043955,0.00088320277],"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":[0.0021798213,0.06352447,0.052258715,0.003383104,0.00020646046,0.0439949,0.20358282,0.01245645,0.044183284,0.013268015,0.016626257,0.5443357],"study_design_scores_gemma":[0.0017491524,0.04596021,0.10157422,0.00201066,0.0005048986,0.026319947,0.37392253,0.033639185,0.113157324,0.007996782,0.29246995,0.00069512834],"about_ca_topic_score_codex":0.0015381925,"about_ca_topic_score_gemma":0.0044486183,"teacher_disagreement_score":0.005094496,"about_ca_system_score_codex":0.0020927875,"about_ca_system_score_gemma":0.0025586125,"threshold_uncertainty_score":0.02694261},"labels":[],"label_agreement":null},{"id":"W1521528155","doi":"10.1111/j.1467-8535.2009.01029.x","title":"Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning","year":2010,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Online and Blended Learning","field":"Social Sciences","cited_by":584,"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":"Community of inquiry; Blended learning; Cognition; Psychology; Online learning; Experiential learning; Educational technology; Online discussion; Quality (philosophy); Mathematics education; Computer science; Multimedia; World Wide Web","score_opus":0.2787670195199027,"score_gpt":0.41407717955199014,"score_spread":0.13531016003208746,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1521528155","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":[0.9968675,0.000019737095,0.0018007975,0.000038182185,0.0000029196603,0.000069371235,0.000009618524,0.000007994557,0.0011838821],"genre_scores_gemma":[0.99790263,0.000016558273,0.0017046784,0.000009292426,0.0000021337733,0.00006352807,0.000011581883,0.0000023129594,0.0002872686],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9953601,0.0028386172,0.00021963056,0.00028579953,0.00096111087,0.00033481934],"domain_scores_gemma":[0.9692091,0.020111023,0.0037791906,0.0013025252,0.0032955173,0.0023027514],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008252258,0.00022314918,0.00033075162,0.0012431839,0.0010416583,0.0029750764,0.0004706954,0.00057858287,0.0014403282],"category_scores_gemma":[0.031572096,0.00015970027,0.0003858649,0.0005749974,0.0012033278,0.0018559536,0.0034371628,0.0008069736,0.0001540186],"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":[0.001376442,0.006312232,0.39809996,0.0008053378,0.00014409912,0.00042608235,0.25837305,0.0019789753,0.022018816,0.0034060301,0.0004794284,0.3065796],"study_design_scores_gemma":[0.00013379088,0.005115203,0.74920607,0.00037129116,0.00017173798,0.00043129615,0.19980542,0.013305531,0.017001782,0.008501526,0.0057819025,0.00017445744],"about_ca_topic_score_codex":0.00096414424,"about_ca_topic_score_gemma":0.001272893,"teacher_disagreement_score":0.008252258,"about_ca_system_score_codex":0.0007903874,"about_ca_system_score_gemma":0.0010962903,"threshold_uncertainty_score":0.04364264},"labels":[],"label_agreement":null},{"id":"W1615534084","doi":"10.1111/j.1467-8535.2011.01201_4.x","title":"Knowledge, pedagogy and society – Edited by Daniel Frandji &amp; Philippe Vitale","year":2011,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Online and Blended Learning","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 Prince Edward Island","funders":"","keywords":"Citation; Sociology; Library science; Media studies; Computer science","score_opus":0.022798674763045285,"score_gpt":0.34268724056149086,"score_spread":0.3198885657984456,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1615534084","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":[0.0017478301,0.8403832,0.0036054535,0.052672178,0.044797137,0.000034488985,0.0002841655,0.00010170118,0.05637391],"genre_scores_gemma":[0.04333039,0.63191015,0.0037419014,0.0052783964,0.028620971,0.000117999145,0.00048731576,0.00027476525,0.2862382],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9994319,0.00016778131,0.000052122312,0.000107304186,0.00019713838,0.00004371927],"domain_scores_gemma":[0.9987562,0.0006954222,0.000062377585,0.00008470271,0.00027269454,0.00012863378],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013692277,0.0013934292,0.0011681069,0.0022785608,0.0010933164,0.004216651,0.0005672805,0.0020659773,0.011194238],"category_scores_gemma":[0.0021732883,0.00053001294,0.00030098803,0.0024303277,0.0023804337,0.0040963525,0.002181947,0.0028773928,0.003118459],"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":[0.000035249348,0.000065700886,0.000301902,0.00088516297,0.000025987669,0.00011797154,0.0022788576,0.00056806725,0.0009226078,0.09042402,0.6059385,0.29843593],"study_design_scores_gemma":[0.0000052800024,0.000011344719,0.0009891833,0.0006172678,0.000006942511,0.00015181123,0.00059103855,0.00015396209,0.00018981851,0.016745772,0.98052806,0.0000094835605],"about_ca_topic_score_codex":0.008533956,"about_ca_topic_score_gemma":0.018493272,"teacher_disagreement_score":0.011194238,"about_ca_system_score_codex":0.0019706602,"about_ca_system_score_gemma":0.0033517852,"threshold_uncertainty_score":0.037448406},"labels":[],"label_agreement":null},{"id":"W1864917144","doi":"10.1111/bjet.12042","title":"Usability testing of a multimedia e‐learning resource for electrolyte and acid‐base disorders","year":2013,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Health Literacy and Information Accessibility","field":"Health Professions","cited_by":24,"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; St. Michael's Hospital","funders":"Universiteit Stellenbosch","keywords":"Usability; Computer science; Usability lab; Multimedia; Resource (disambiguation); Usability inspection; Consistency (knowledge bases); Web usability; Usability engineering; Human–computer interaction; Artificial intelligence","score_opus":0.025660313299063087,"score_gpt":0.3873296907866747,"score_spread":0.3616693774876116,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1864917144","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":[0.99640465,0.000059715858,0.0025261655,0.000019206811,0.000008262843,0.0005168551,0.000033443746,0.00002958177,0.00040209517],"genre_scores_gemma":[0.99007064,0.000081718325,0.008563293,0.0000430542,0.000014852281,0.00058891316,0.00008935103,0.000011992833,0.00053616014],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9964637,0.002291748,0.0004239162,0.00019158582,0.00048353412,0.00014548209],"domain_scores_gemma":[0.98174244,0.014481652,0.00054823596,0.0006248096,0.0022366268,0.00036638335],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0054587154,0.0005302492,0.0005007168,0.000682169,0.00034787887,0.00038147788,0.00055322907,0.00056785345,0.0021704785],"category_scores_gemma":[0.01887709,0.00022231374,0.00063420704,0.00030484892,0.00026605165,0.00046868066,0.0005656246,0.0002555794,0.00041657154],"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":[0.015429432,0.029422835,0.26287225,0.0040188143,0.00051432877,0.002230674,0.026768088,0.006810887,0.17961526,0.0004353826,0.0019793685,0.46990263],"study_design_scores_gemma":[0.0012420991,0.19645043,0.6656631,0.000574355,0.00070691016,0.0021682207,0.0077824267,0.019203648,0.09933777,0.0003556972,0.0062923837,0.00022294419],"about_ca_topic_score_codex":0.0006010683,"about_ca_topic_score_gemma":0.0005351122,"teacher_disagreement_score":0.0054587154,"about_ca_system_score_codex":0.00024787226,"about_ca_system_score_gemma":0.0003478339,"threshold_uncertainty_score":0.028868794},"labels":[],"label_agreement":null},{"id":"W1892002453","doi":"10.1111/bjet.12277","title":"What public media reveals about <scp>MOOC</scp> s: A systematic analysis of news reports","year":2015,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Online Learning and Analytics","field":"Computer Science","cited_by":110,"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":"Mainstream; Public relations; Government (linguistics); Social media; Political science; Sociology; Massive open online course; Pedagogy","score_opus":0.02230428258076981,"score_gpt":0.29189597810951723,"score_spread":0.2695916955287474,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1892002453","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":[0.9513512,0.018808655,0.0013116049,0.0023451324,0.00018082038,0.00044637726,0.019432193,0.00009223642,0.006031791],"genre_scores_gemma":[0.9657123,0.016770067,0.0028984603,0.00077399483,0.00035453239,0.0011570931,0.010958456,0.00012882345,0.0012461909],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.98328316,0.0066371607,0.0034949137,0.0012949248,0.004454082,0.00083566253],"domain_scores_gemma":[0.7468433,0.17293403,0.055829443,0.0052828263,0.016734708,0.0023756786],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.015488981,0.00049110333,0.000936799,0.024466675,0.0011606982,0.0041307164,0.0006233473,0.0011488365,0.0018685529],"category_scores_gemma":[0.09725953,0.0006366683,0.0006247284,0.01998935,0.0017562547,0.004098226,0.0031212084,0.0009864377,0.00064957625],"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":[0.0010528325,0.0001832801,0.54469854,0.033009786,0.0007801622,0.0035595268,0.22004457,0.00024527084,0.004122041,0.0022307273,0.020393752,0.1696796],"study_design_scores_gemma":[0.00004642286,0.00026090542,0.68676895,0.022292508,0.0008242098,0.0018940923,0.19117984,0.00073792157,0.0024386053,0.0006173332,0.09276594,0.00017325736],"about_ca_topic_score_codex":0.0058858884,"about_ca_topic_score_gemma":0.008950428,"teacher_disagreement_score":0.024466675,"about_ca_system_score_codex":0.0020111736,"about_ca_system_score_gemma":0.0032434203,"threshold_uncertainty_score":0.081914544},"labels":[],"label_agreement":null},{"id":"W1927480589","doi":"10.1111/j.1467-8535.2010.01112.x","title":"Asynchronous and synchronous online teaching: Perspectives of Canadian high school distance education teachers","year":2010,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Online and Blended Learning","field":"Social Sciences","cited_by":279,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Memorial University of Newfoundland; Université Laval","funders":"Canadian Council on Learning","keywords":"Asynchronous communication; Affordance; Computer science; Troubleshooting; Online teaching; Distance education; Mathematics education; Teaching method; Computer-mediated communication; Online discussion; Pedagogy; Multimedia; Psychology; World Wide Web; The Internet; Human–computer interaction; Telecommunications","score_opus":0.005532187732581468,"score_gpt":0.2891698517778401,"score_spread":0.28363766404525864,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1927480589","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":[0.9561558,0.0008401801,0.0008770099,0.0024144065,0.000082765735,0.000110652385,0.00022634715,0.000017973942,0.039274845],"genre_scores_gemma":[0.98405945,0.0007905551,0.0004813804,0.0005698816,0.000027576669,0.00006851416,0.00008863669,0.00002609684,0.013887854],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99183476,0.0025026354,0.00018314624,0.0006750083,0.0023118702,0.0024926423],"domain_scores_gemma":[0.9878115,0.005894184,0.00072911836,0.00022048398,0.0031351936,0.002209497],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0045620324,0.0007487672,0.00074149563,0.0036016775,0.026339028,0.008467794,0.0019331694,0.0016264329,0.0053975894],"category_scores_gemma":[0.009288584,0.0006199137,0.00034505627,0.0044953655,0.010680619,0.0022703607,0.0044900705,0.0036321036,0.00042377427],"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":[0.00003603949,0.00003728229,0.0044335215,0.00006491614,0.0000022392192,0.00048078236,0.9860853,0.000032693293,0.00084563886,0.0012734848,0.0007736594,0.005934586],"study_design_scores_gemma":[0.000003547127,0.000017021986,0.0042080437,0.000050282724,0.000003190136,0.000072283416,0.98194146,0.000029823963,0.00016280312,0.00011405435,0.013386329,0.000011192576],"about_ca_topic_score_codex":0.872176,"about_ca_topic_score_gemma":0.92874473,"teacher_disagreement_score":0.12782401,"about_ca_system_score_codex":0.03922162,"about_ca_system_score_gemma":0.035931066,"threshold_uncertainty_score":0.2845741},"labels":[],"label_agreement":null},{"id":"W1930096496","doi":"10.1111/j.1467-8535.2009.01043.x","title":"The phenomenology of on‐screen reading: University students' lived experience of digitised text","year":2010,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Media, Communication, and Education","field":"Social Sciences","cited_by":77,"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 New Brunswick","funders":"","keywords":"Phenomenology (philosophy); Reading (process); Thematic analysis; Qualitative research; Pedagogy; Mathematics education; Computer science; Psychology; Multimedia; Sociology; Linguistics; Epistemology","score_opus":0.02514349249847844,"score_gpt":0.3352732026538871,"score_spread":0.3101297101554087,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1930096496","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":[0.98932403,0.00038172852,0.0011330993,0.00072542357,0.00003557061,0.000041067757,0.000032864416,0.000039147348,0.008287043],"genre_scores_gemma":[0.9974935,0.00022925473,0.00020409148,0.00009962622,0.000009200532,0.000026195034,0.0000114324175,0.000017158558,0.0019097056],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99491537,0.0034242542,0.00016434223,0.00035773576,0.00051447767,0.0006237237],"domain_scores_gemma":[0.98640233,0.009633065,0.0010269757,0.00084874994,0.0007322608,0.0013566671],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0044285087,0.00070545496,0.0011466279,0.00241969,0.007968046,0.008726443,0.0018050993,0.002312382,0.004657945],"category_scores_gemma":[0.013417937,0.00065520813,0.00054175,0.0023410053,0.016444411,0.0057951757,0.008385531,0.0039686775,0.0005654667],"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":[0.00002537487,0.000035283345,0.001337848,0.00004284009,0.0000033201934,0.0004987905,0.9940105,0.000027063727,0.0006112758,0.0008407259,0.0001240331,0.0024429192],"study_design_scores_gemma":[0.0000050834574,0.00007489052,0.0020578837,0.00007423087,0.000007486028,0.00038260058,0.9896569,0.000074288095,0.00048323575,0.00045920612,0.006706495,0.000017712628],"about_ca_topic_score_codex":0.00329851,"about_ca_topic_score_gemma":0.003951068,"teacher_disagreement_score":0.008726443,"about_ca_system_score_codex":0.003173455,"about_ca_system_score_gemma":0.001874222,"threshold_uncertainty_score":0.023420453},"labels":[],"label_agreement":null},{"id":"W1930496101","doi":"10.1111/j.1467-8535.2011.01262.x","title":"Can verbalisers learn as well as visualisers in simulation‐based CAL with predominantly visual representations? Preliminary evidence from a pilot study","year":2011,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Learning Styles and Cognitive Differences","field":"Psychology","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":"Athabasca University","funders":"National Science Council","keywords":"Think aloud protocol; Mathematics education; Psychology; Reading (process); Mainstream; Representation (politics); Educational technology; Computer science; Multimedia; Human–computer interaction; Linguistics","score_opus":0.04822499655694111,"score_gpt":0.37556255425478535,"score_spread":0.32733755769784423,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1930496101","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":[0.999228,0.000034834244,0.00009433552,0.00002747845,0.0000033603737,0.00004318389,0.000010672038,0.0000026109642,0.0005554684],"genre_scores_gemma":[0.99863017,0.0001304306,0.00039753565,0.000055644978,0.00000563035,0.00010641934,0.000037570426,0.0000028459906,0.0006337912],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99677724,0.0015481893,0.00023158791,0.00034908057,0.0006619144,0.00043200183],"domain_scores_gemma":[0.97752976,0.015337659,0.0023738346,0.000948445,0.0016242391,0.002186124],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0067533487,0.0003513326,0.00044779837,0.00087788224,0.0004706238,0.0016473307,0.0008892523,0.0009171885,0.0036179274],"category_scores_gemma":[0.024270315,0.0003332575,0.00039400975,0.0003514053,0.0012671159,0.0015538661,0.001084198,0.0010730185,0.0006368576],"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":[0.011711968,0.09109691,0.52426547,0.0016199906,0.00025430528,0.0022917541,0.12504624,0.0011992893,0.0199982,0.0016432317,0.0015264518,0.21934617],"study_design_scores_gemma":[0.0014564698,0.08850536,0.77106947,0.00060367526,0.00026426648,0.0014769079,0.110766575,0.0034237471,0.011348251,0.0017825549,0.009136826,0.00016593345],"about_ca_topic_score_codex":0.0009526491,"about_ca_topic_score_gemma":0.0014344088,"teacher_disagreement_score":0.0067533487,"about_ca_system_score_codex":0.0004011218,"about_ca_system_score_gemma":0.00064868724,"threshold_uncertainty_score":0.03571558},"labels":[],"label_agreement":null},{"id":"W1946077495","doi":"10.1111/j.1467-8535.2012.01371.x","title":"The integration of print and digital content for providing learners with constructive feedback using smartphones","year":2012,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Mobile Learning in Education","field":"Computer Science","cited_by":30,"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":"Natural Sciences and Engineering Research Council of Canada; National Science Council","keywords":"Constructive; Computer science; Hyperlink; Leverage (statistics); Multimedia; Digital content; Ode; Mathematics education; Human–computer interaction; World Wide Web; Psychology; Artificial intelligence; Process (computing); Mathematics","score_opus":0.02670641529281931,"score_gpt":0.2741977734866806,"score_spread":0.2474913581938613,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1946077495","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":[0.98655635,0.00019769273,0.010263097,0.00012700062,0.00002914236,0.000236882,0.000031631076,0.0002231493,0.0023351137],"genre_scores_gemma":[0.963808,0.00025072452,0.03407937,0.00005770333,0.00001935891,0.0001868449,0.000034653265,0.000013648794,0.0015497619],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99905354,0.00048276683,0.00006581247,0.00009620234,0.0002363128,0.00006533675],"domain_scores_gemma":[0.99625105,0.0025608602,0.00030320382,0.00026087102,0.00037802404,0.00024606352],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001113776,0.00046170707,0.00026878866,0.00061133277,0.00017559499,0.0008380789,0.00033855572,0.00049553975,0.002117998],"category_scores_gemma":[0.005842547,0.00012887802,0.0002508876,0.0002566558,0.00020973304,0.0006956248,0.0007992218,0.00019363847,0.0004453188],"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":[0.0015140519,0.0023544873,0.027899273,0.001447084,0.000064254236,0.0007391754,0.00410532,0.00083071104,0.20626493,0.0005822104,0.0013076008,0.7528909],"study_design_scores_gemma":[0.001242632,0.051287007,0.397545,0.0014418247,0.0015014948,0.005487452,0.015102158,0.03966726,0.42942315,0.0023307807,0.05461761,0.00035355985],"about_ca_topic_score_codex":0.00033468197,"about_ca_topic_score_gemma":0.00059387396,"teacher_disagreement_score":0.002117998,"about_ca_system_score_codex":0.00014261356,"about_ca_system_score_gemma":0.00035301398,"threshold_uncertainty_score":0.007085383},"labels":[],"label_agreement":null},{"id":"W1948981881","doi":"10.1111/bjet.12297","title":"Digging deeper into learners' experiences in <scp>MOOC</scp> s: Participation in social networks outside of <scp>MOOC</scp> s, notetaking and contexts surrounding content consumption","year":2015,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Online Learning and Analytics","field":"Computer Science","cited_by":178,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Royal Roads University","funders":"Canada Research Chairs","keywords":"Clickstream; Massive open online course; Psychology; Consumption (sociology); Social media; Mathematics education; Computer science; World Wide Web; Sociology; Web 2.0; The Internet","score_opus":0.042821297274888905,"score_gpt":0.32882893975579086,"score_spread":0.28600764248090194,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1948981881","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":[0.99837863,0.000041766434,0.0003080767,0.00012039274,0.0000033531176,0.000007935759,0.000017724517,0.000008653171,0.0011135427],"genre_scores_gemma":[0.998741,0.00005926927,0.00018705631,0.00005648221,0.0000044916146,0.000008646732,0.00002054589,0.000007860223,0.00091457303],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9990023,0.00050382834,0.000038351274,0.00010797051,0.00016307662,0.00018459857],"domain_scores_gemma":[0.99596184,0.0024920874,0.00046170235,0.00015744545,0.00026812937,0.00065887865],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017703536,0.00028818107,0.00039351534,0.0009697234,0.0018036248,0.0035325948,0.00042756845,0.00088501954,0.0027318527],"category_scores_gemma":[0.0046066083,0.00018503987,0.00024676754,0.00040914817,0.001961864,0.0026610051,0.002307258,0.0011567038,0.00037439994],"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":[0.00010450202,0.0001801529,0.05861968,0.00008836602,0.00001747332,0.0005867329,0.90708995,0.00011095216,0.008410221,0.00061799627,0.00048501065,0.023688998],"study_design_scores_gemma":[0.0000071881327,0.00033122397,0.12507893,0.00012601553,0.00002419521,0.0005117198,0.8615621,0.0006046219,0.00269505,0.0007826187,0.008215728,0.00006062377],"about_ca_topic_score_codex":0.0032530278,"about_ca_topic_score_gemma":0.0060680443,"teacher_disagreement_score":0.0035325948,"about_ca_system_score_codex":0.00069023523,"about_ca_system_score_gemma":0.0004276718,"threshold_uncertainty_score":0.009362578},"labels":[],"label_agreement":null},{"id":"W1966814081","doi":"10.1111/1467-8535.00329","title":"Flow experience and positive affect during hypermedia learning","year":2003,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Flow Experience in Various Fields","field":"Psychology","cited_by":92,"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":"Affect (linguistics); Psychology; Mood; Context (archaeology); Hypermedia; Quarter (Canadian coin); Association (psychology); Applied psychology; Social psychology; Multimedia; Computer science; Communication; Psychotherapist","score_opus":0.00774438722244424,"score_gpt":0.29596190332157807,"score_spread":0.2882175160991338,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1966814081","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":[0.9973677,0.00006798699,0.00041010595,0.000028675462,0.000016305505,0.000013086083,0.000016152777,0.000010931402,0.002069169],"genre_scores_gemma":[0.99917907,0.000048976555,0.00015906495,0.000028465867,0.000014434304,0.000011267379,0.000016455468,0.0000023873604,0.0005398435],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996731,0.00013010706,0.000013252454,0.000030245212,0.000115407165,0.00003800487],"domain_scores_gemma":[0.9981134,0.0008610065,0.00047936034,0.000060602742,0.00019064364,0.00029504352],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005265855,0.000232913,0.00019803309,0.00032480538,0.00031988966,0.00081309036,0.000081927916,0.00031665844,0.0021359336],"category_scores_gemma":[0.0033526788,0.00012392165,0.0001403829,0.000105487394,0.00028626912,0.00024166834,0.0003669714,0.0003966828,0.00019561034],"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":[0.0042094276,0.003371961,0.5531026,0.0006371792,0.00028359424,0.0010921813,0.039371688,0.0011920332,0.20037846,0.001283227,0.0020688942,0.19300872],"study_design_scores_gemma":[0.000039957802,0.0018836663,0.9867928,0.000033435284,0.00006140202,0.00049265154,0.0036341667,0.0008713681,0.0038682793,0.00045315985,0.0018306696,0.000038542174],"about_ca_topic_score_codex":0.00021740861,"about_ca_topic_score_gemma":0.00023936256,"teacher_disagreement_score":0.0021359336,"about_ca_system_score_codex":0.00013578596,"about_ca_system_score_gemma":0.00006898053,"threshold_uncertainty_score":0.007145405},"labels":[],"label_agreement":null},{"id":"W1968398521","doi":"10.1111/bjet.12096_6","title":"Rose, Ellen (2013) On reflectionCanadian Scholars' Press (Toronto) isbn 978‐1‐551‐30518‐9 124 pp $29.95 www.cspi.org/books/reflection","year":2013,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Reflective Practices 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":"Treasure; Reading (process); Reflection (computer programming); Subject (documents); Value (mathematics); Media studies; Sociology; Philosophy; Theology; Computer science; Library science; Linguistics","score_opus":0.028187373279184438,"score_gpt":0.36377599935932153,"score_spread":0.3355886260801371,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1968398521","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":[0.00053176144,0.7133459,0.0027670672,0.049553942,0.006830339,0.000060277525,0.0004168187,0.00041289575,0.22608103],"genre_scores_gemma":[0.011350016,0.49588647,0.0036708005,0.0067162663,0.001542488,0.0000913436,0.0004387948,0.00039635418,0.47990742],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99921715,0.00017041416,0.00005362509,0.0001036286,0.00037443862,0.000080754544],"domain_scores_gemma":[0.99868363,0.00058207044,0.00007754062,0.000081516075,0.00037263328,0.00020265592],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015706284,0.0010105878,0.00072883273,0.0017403506,0.00263011,0.007746614,0.0009829712,0.002662571,0.06658978],"category_scores_gemma":[0.0035640872,0.0009627536,0.00035576388,0.0049276003,0.0025081625,0.0071532186,0.002324823,0.0037405326,0.040116258],"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":[0.00001232494,0.000007775422,0.00010659214,0.00032202425,0.0000037125096,0.00006699986,0.0029007788,0.000054961103,0.00011373553,0.014717938,0.85354847,0.12814464],"study_design_scores_gemma":[0.0000018641882,0.0000032516268,0.0003358225,0.00065690244,0.0000031351092,0.00007049265,0.0012145113,0.0000098979535,0.000038658476,0.0023525208,0.9953069,0.000006094684],"about_ca_topic_score_codex":0.066538855,"about_ca_topic_score_gemma":0.15835443,"teacher_disagreement_score":0.06658978,"about_ca_system_score_codex":0.0052862056,"about_ca_system_score_gemma":0.007833506,"threshold_uncertainty_score":0.22276497},"labels":[],"label_agreement":null},{"id":"W1982672991","doi":"10.1111/1467-8535.00330","title":"Touching the screen: issues related to the use of touchscreen technology in early childhood education","year":2003,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Child Development and Digital Technology","field":"Social Sciences","cited_by":49,"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":"Touchscreen; Early childhood; Key (lock); Preference; Psychology; Computer science; Multimedia; Developmental psychology; Human–computer interaction","score_opus":0.016988324649611326,"score_gpt":0.29231096076766905,"score_spread":0.27532263611805774,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1982672991","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":[0.98979706,0.0017190072,0.0015794878,0.00078340195,0.000015689591,0.00004083418,0.000015168478,0.000019425772,0.006029862],"genre_scores_gemma":[0.9970427,0.001114603,0.0008612542,0.00005252652,0.0000042965876,0.000028280265,0.0000053372287,0.000004876473,0.00088609266],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9920821,0.004439409,0.0005376905,0.00039887102,0.0016001179,0.0009418044],"domain_scores_gemma":[0.97857785,0.0151864,0.0031095115,0.00050724606,0.001551765,0.0010673325],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0064233076,0.00045830477,0.0006727621,0.0014371312,0.0033488604,0.0053373566,0.00082780066,0.0013866534,0.0019577006],"category_scores_gemma":[0.019107241,0.0006753654,0.000429051,0.0012792776,0.0047777724,0.0023311158,0.0029466937,0.0013900648,0.00021070358],"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":[0.00011736261,0.00017921638,0.06842932,0.0013113084,0.00002683145,0.005193992,0.85438526,0.00018344469,0.009572712,0.0018980245,0.00039747395,0.058305137],"study_design_scores_gemma":[0.000012237755,0.00057323795,0.20053153,0.0012930325,0.00010182749,0.0065372125,0.76608634,0.00023279135,0.0063460735,0.0009862202,0.017228747,0.00007080222],"about_ca_topic_score_codex":0.012529017,"about_ca_topic_score_gemma":0.019794963,"teacher_disagreement_score":0.012529017,"about_ca_system_score_codex":0.0021161838,"about_ca_system_score_gemma":0.0022931232,"threshold_uncertainty_score":0.033970118},"labels":[],"label_agreement":null},{"id":"W1988190459","doi":"10.1111/j.1467-8535.2009.01027.x","title":"Conversational agents in virtual worlds: Bridging disciplines","year":2009,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"AI in Service Interactions","field":"Computer Science","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":"Athabasca University","funders":"","keywords":"Affordance; Computer science; Metaverse; Perspective (graphical); Human–computer interaction; Conversation; Bridging (networking); Avatar; Knowledge management; Virtual reality; Psychology; Artificial intelligence","score_opus":0.016095291720378716,"score_gpt":0.3102466265022142,"score_spread":0.29415133478183547,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1988190459","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":[0.16863719,0.037968066,0.4644573,0.021824079,0.0010082877,0.000276191,0.00006855329,0.0005144334,0.3052459],"genre_scores_gemma":[0.9485582,0.0065577147,0.03733258,0.000553794,0.00025507374,0.0001345596,0.000022926815,0.000050553732,0.0065345136],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99341667,0.0053023105,0.00016330411,0.00025999692,0.00059376005,0.00026399252],"domain_scores_gemma":[0.9915177,0.0062246723,0.00045276666,0.00065388693,0.00056201394,0.00058881514],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005438981,0.00046419358,0.0005006462,0.0018831796,0.0021141095,0.0126781445,0.0013313822,0.0024827549,0.005459184],"category_scores_gemma":[0.009351088,0.00046965896,0.00035063562,0.0010634394,0.009735419,0.010746675,0.0082089985,0.0018873482,0.0007122807],"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":[0.00013223165,0.00013916628,0.0013195722,0.0006269077,0.00004049035,0.0004317221,0.0460239,0.0059424294,0.0027562638,0.8221712,0.0025363856,0.11787971],"study_design_scores_gemma":[0.000062464715,0.00019045534,0.0018040668,0.0014220254,0.00004766617,0.00087127974,0.051434517,0.031117016,0.0031565805,0.6263253,0.2834734,0.00009528185],"about_ca_topic_score_codex":0.0012040525,"about_ca_topic_score_gemma":0.00059834047,"teacher_disagreement_score":0.0126781445,"about_ca_system_score_codex":0.0015169326,"about_ca_system_score_gemma":0.0015028006,"threshold_uncertainty_score":0.028764427},"labels":[],"label_agreement":null},{"id":"W1994705853","doi":"10.1111/j.1467-8535.2007.00777.x","title":"Measuring the quality of e‐learning","year":2007,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Online and Blended Learning","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":false,"ca_institutions":"St. Thomas Hospital","funders":"","keywords":"Terminology; Rote learning; Meaningful learning; Concept map; Meaning (existential); Quality (philosophy); Mathematics education; Key (lock); Computer science; Teaching method; Psychology; Cooperative learning; Epistemology; Linguistics","score_opus":0.03996427186665251,"score_gpt":0.37657087292223435,"score_spread":0.3366066010555818,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1994705853","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":[0.9839205,0.00015693968,0.007282129,0.00026604158,0.000023155846,0.000074571835,0.0000847366,0.00005106907,0.0081409225],"genre_scores_gemma":[0.9963671,0.00005732359,0.0029815717,0.00001727583,0.0000068186982,0.00002358958,0.000053462958,0.000006565644,0.0004862216],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9901944,0.0040766103,0.00060607825,0.00037403769,0.004430733,0.00031812835],"domain_scores_gemma":[0.9341645,0.035658844,0.008390767,0.004403971,0.014593258,0.002788756],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006970965,0.00019305627,0.00026802273,0.0016955732,0.00035784955,0.0022280281,0.0005259056,0.00043102977,0.0024721294],"category_scores_gemma":[0.05537637,0.000092447575,0.00020712632,0.0013545029,0.00085049967,0.0016460818,0.0017197824,0.0005242184,0.0003221016],"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":[0.0007336525,0.0011599365,0.6061756,0.0004687345,0.00024842386,0.00015038512,0.011320654,0.0031679042,0.007416712,0.0025914756,0.0014690796,0.3650975],"study_design_scores_gemma":[0.00006549924,0.002464032,0.9402049,0.00021021752,0.00008923218,0.00040627248,0.014386284,0.009028617,0.013753861,0.008159049,0.011132296,0.000099613484],"about_ca_topic_score_codex":0.0003957528,"about_ca_topic_score_gemma":0.00033231775,"teacher_disagreement_score":0.006970965,"about_ca_system_score_codex":0.00045787575,"about_ca_system_score_gemma":0.0004090218,"threshold_uncertainty_score":0.036866486},"labels":[],"label_agreement":null},{"id":"W1997632604","doi":"10.1111/j.1467-8535.2008.00895.x","title":"Rubrics for designing and evaluating online asynchronous discussions","year":2008,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Online and Blended Learning","field":"Social Sciences","cited_by":49,"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":"Rubric; Asynchronous communication; Nonprobability sampling; Computer science; The Internet; Psychology; Asynchronous learning; Selection (genetic algorithm); Mathematics education; Artificial intelligence; World Wide Web; Teaching method; Medicine; Cooperative learning","score_opus":0.04710495627869886,"score_gpt":0.3855991412336248,"score_spread":0.33849418495492595,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1997632604","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":[0.55261546,0.0019707868,0.39357507,0.00062079885,0.00046472833,0.016399786,0.0021992896,0.0050824033,0.027071701],"genre_scores_gemma":[0.47336492,0.00066318613,0.5059452,0.0001269159,0.00010937183,0.012437753,0.0025893396,0.00053483574,0.0042285034],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9399989,0.038961846,0.0070025027,0.0013424875,0.011714115,0.0009801085],"domain_scores_gemma":[0.8306521,0.09521286,0.014240342,0.009692925,0.047619812,0.0025819307],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.03902808,0.0013321331,0.0007301895,0.008859397,0.0012806302,0.002250229,0.0018332788,0.00080441847,0.0028137446],"category_scores_gemma":[0.15100184,0.00043088762,0.001069247,0.003619886,0.0012445843,0.0020244594,0.0028584744,0.00088071666,0.0016780451],"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":[0.0014277962,0.0011524407,0.025388824,0.0054906043,0.00010109414,0.00044056756,0.039409984,0.005708087,0.047055118,0.0067078373,0.015890917,0.85122675],"study_design_scores_gemma":[0.0010441412,0.0134336855,0.3213306,0.0076636984,0.000385228,0.0032820024,0.094316244,0.11029225,0.10760939,0.026192086,0.3130969,0.0013537381],"about_ca_topic_score_codex":0.0011491446,"about_ca_topic_score_gemma":0.0021051632,"teacher_disagreement_score":0.03902808,"about_ca_system_score_codex":0.002269853,"about_ca_system_score_gemma":0.0016748386,"threshold_uncertainty_score":0.20640266},"labels":[],"label_agreement":null},{"id":"W2013459016","doi":"10.1111/j.0007-1013.2004.00414.x","title":"Visions and realities of Internet use in schools: Canadian perspectives","year":2004,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Online and Blended Learning","field":"Social Sciences","cited_by":81,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Alberta Advanced Education","funders":"","keywords":"Vision; The Internet; Curriculum; Internet research; Work (physics); Qualitative research; Sociology; Pedagogy; Psychology; Public relations; Medical education; Political science; Medicine; Social science; Computer science; World Wide Web; Engineering","score_opus":0.01592735146953274,"score_gpt":0.3206625115649151,"score_spread":0.3047351600953824,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2013459016","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":[0.8816072,0.0036397951,0.00039869256,0.02605498,0.00010684968,0.000066743705,0.000391632,0.000026727887,0.08770732],"genre_scores_gemma":[0.9953766,0.0016207659,0.00020477039,0.0006705627,0.000008734291,0.00001056276,0.000046028,0.00000637286,0.0020554943],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9917312,0.0018678876,0.00029791554,0.00048289477,0.0028147027,0.0028053727],"domain_scores_gemma":[0.9838594,0.003222282,0.0015358008,0.00024435148,0.004930035,0.0062079877],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006264961,0.0005210683,0.0005200521,0.0057582646,0.027458064,0.017074622,0.0016655093,0.0023855849,0.0044272994],"category_scores_gemma":[0.00917617,0.0006027495,0.00053953956,0.0074103866,0.013627315,0.0047543515,0.005877381,0.0048048,0.00024454296],"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":[0.000064144995,0.00010067748,0.06393733,0.00025549045,0.000019908503,0.0007478851,0.88524663,0.00024407543,0.00055801694,0.026381142,0.00622106,0.016223593],"study_design_scores_gemma":[0.0000057610046,0.000021540538,0.031108778,0.00028193535,0.000017490669,0.00012563473,0.9290312,0.00019838993,0.0001207312,0.0012462541,0.037772723,0.00006957921],"about_ca_topic_score_codex":0.9857041,"about_ca_topic_score_gemma":0.98619837,"teacher_disagreement_score":0.10007914,"about_ca_system_score_codex":0.10007914,"about_ca_system_score_gemma":0.10852514,"threshold_uncertainty_score":0.7261284},"labels":[],"label_agreement":null},{"id":"W2019776102","doi":"10.1111/j.1467-8535.2007.00711.x","title":"Digital game‐based learning once removed: Teaching teachers","year":2007,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Educational Games and Gamification","field":"Psychology","cited_by":241,"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":"Entertainment; Class (philosophy); Mathematics education; Computer science; Instructional design; Digital learning; Multimedia; Game based learning; Teaching method; Game design; Key (lock); Educational technology; Game mechanics; Psychology; Artificial intelligence","score_opus":0.014413220713491468,"score_gpt":0.3292099198803269,"score_spread":0.3147966991668354,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2019776102","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":[0.6849643,0.004074421,0.037721116,0.026690003,0.0022450364,0.0006016167,0.000089377834,0.0017391613,0.24187502],"genre_scores_gemma":[0.8929713,0.001789368,0.016368082,0.0033244255,0.00012782538,0.0002052184,0.0000492549,0.00016633284,0.08499818],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.998662,0.00060800125,0.000041956446,0.00017345743,0.00029305226,0.00022151908],"domain_scores_gemma":[0.9965969,0.0015283794,0.00018483112,0.00021127528,0.0002889171,0.0011897085],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015867861,0.00037582926,0.00042381746,0.00042693046,0.002207082,0.005198704,0.0010225591,0.0016496496,0.009142287],"category_scores_gemma":[0.0071110656,0.0003240519,0.0003179377,0.0002331214,0.0020241058,0.0028687827,0.0026968226,0.0032610432,0.0028187006],"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":[0.0004682536,0.0070580863,0.012497873,0.0010996927,0.000023404016,0.0032664612,0.21580704,0.0011307552,0.015466007,0.041278295,0.09755341,0.6043508],"study_design_scores_gemma":[0.00038279445,0.0028127667,0.008133509,0.0014737801,0.00005562924,0.002416696,0.16468291,0.00387767,0.012657004,0.031239903,0.77216995,0.00009726099],"about_ca_topic_score_codex":0.0010610947,"about_ca_topic_score_gemma":0.002466781,"teacher_disagreement_score":0.009142287,"about_ca_system_score_codex":0.0014756226,"about_ca_system_score_gemma":0.0016580509,"threshold_uncertainty_score":0.030583978},"labels":[],"label_agreement":null},{"id":"W2020056145","doi":"10.1111/j.0007-1013.2004.00415.x","title":"Constructivist learning theory and human capital theory: shifting political and educational frameworks for teachers’ ICT professional development","year":2004,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Teacher Education and Leadership Studies","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":false,"ca_institutions":"Royal Roads University","funders":"","keywords":"Sociology; Ideology; Human capital; Accountability; Politics; Public relations; Context (archaeology); Learning theory; Pedagogy; Political science; Economics; Economic growth","score_opus":0.03233031932092554,"score_gpt":0.3774573389953373,"score_spread":0.34512701967441173,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2020056145","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":[0.21011417,0.0023264561,0.21268341,0.109289944,0.0002871916,0.000343196,0.00006282636,0.00015028876,0.4647425],"genre_scores_gemma":[0.98906296,0.00030494694,0.00725966,0.0005725632,0.0000320491,0.00013232965,0.0000086751825,0.0000149537345,0.0026118604],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.97613597,0.019382382,0.00026902204,0.0006283541,0.0021640942,0.0014200626],"domain_scores_gemma":[0.9822712,0.014313634,0.000951619,0.0010047908,0.0007010317,0.00075772137],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.017168347,0.00046695155,0.0003298293,0.002716313,0.005750691,0.010845716,0.0017779557,0.0021379723,0.0038518726],"category_scores_gemma":[0.014892618,0.00033862816,0.0003438411,0.0022719942,0.051101483,0.006994854,0.006199347,0.0040838104,0.0002810988],"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":[0.000008583802,0.00005206327,0.00075960864,0.000042158943,0.0000029297391,0.00011569539,0.017797358,0.0012786384,0.0000580253,0.9697054,0.0008273121,0.0093522025],"study_design_scores_gemma":[0.0000440538,0.000045345452,0.0013868822,0.00025013767,0.00000676343,0.00015101404,0.035254557,0.0056364024,0.0005616206,0.9072695,0.049373865,0.000019925708],"about_ca_topic_score_codex":0.0038384392,"about_ca_topic_score_gemma":0.0038502084,"teacher_disagreement_score":0.017168347,"about_ca_system_score_codex":0.012567729,"about_ca_system_score_gemma":0.009203642,"threshold_uncertainty_score":0.09118569},"labels":[],"label_agreement":null},{"id":"W2023168977","doi":"10.1111/j.1467-8535.2011.01247.x","title":"Media literacy, social networking, and the Web 2.0 environment for the K‐12 educator – By Belinha S de Abreu","year":2011,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Education and Digital Technologies","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 Prince Edward Island","funders":"","keywords":"Social media; Citation; Literacy; Sociology; Information literacy; Media literacy; Library science; Media studies; World Wide Web; Computer science; Pedagogy","score_opus":0.02404151592029475,"score_gpt":0.29545745991588485,"score_spread":0.2714159439955901,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2023168977","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":[0.020009028,0.36537868,0.0014268631,0.43490055,0.014182807,0.00004569991,0.00012834863,0.000068878966,0.16385913],"genre_scores_gemma":[0.23394674,0.4765392,0.0021497407,0.04587078,0.01180772,0.00006781828,0.000106017214,0.00014551965,0.22936648],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99927944,0.00033822272,0.00003223193,0.00007227279,0.00017964226,0.00009820695],"domain_scores_gemma":[0.99798006,0.001221515,0.00009449458,0.00004021316,0.00037410832,0.00028963637],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018030351,0.00031587327,0.000256727,0.00084439164,0.0012705256,0.0038753306,0.0003527154,0.0013949948,0.0051453],"category_scores_gemma":[0.0026957442,0.00022027323,0.00017546378,0.00057581515,0.0018379557,0.0049382783,0.0015593434,0.0029497675,0.0016254026],"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":[0.00006883897,0.00017443778,0.002686894,0.000736429,0.000022045548,0.00020441775,0.008652819,0.00019363826,0.0005838877,0.0752802,0.5863992,0.32499725],"study_design_scores_gemma":[0.0000031090008,0.000038493305,0.0040969956,0.0013808528,0.0000061089654,0.000303301,0.0062402673,0.00015354855,0.0002545809,0.00851103,0.9789917,0.000020053176],"about_ca_topic_score_codex":0.008050495,"about_ca_topic_score_gemma":0.012760671,"teacher_disagreement_score":0.008050495,"about_ca_system_score_codex":0.0012267856,"about_ca_system_score_gemma":0.002035707,"threshold_uncertainty_score":0.017212808},"labels":[],"label_agreement":null},{"id":"W2035350826","doi":"10.1111/j.1467-8535.2007.00735.x","title":"Promoting academic writing/referencing skills: Outcome of an undergraduate e‐learning pilot project","year":2007,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Academic integrity and plagiarism","field":"Social Sciences","cited_by":49,"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":"Medical education; Psychology; Asynchronous communication; Scrutiny; Educational technology; Process (computing); Resource (disambiguation); Instructional design; Transtheoretical model; Mathematics education; Outcome (game theory); Computer science; Pedagogy; Medicine; Behavior change","score_opus":0.03566215212770136,"score_gpt":0.3754525658308294,"score_spread":0.33979041370312807,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2035350826","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":[0.99784744,0.00003136406,0.00028522068,0.00007439213,0.000013007079,0.0009515434,0.000033182572,0.000016487867,0.000747337],"genre_scores_gemma":[0.99593675,0.0001291106,0.0010959922,0.00010160805,0.000020269776,0.00082391576,0.00011858787,0.000008467591,0.0017653692],"study_design_codex":"nonrandomized_trial","study_design_gemma":"nonrandomized_trial","domain_scores_codex":[0.994827,0.002498042,0.00043714832,0.00026787317,0.0009867984,0.0009832071],"domain_scores_gemma":[0.98736143,0.0035017834,0.0010472855,0.0011655415,0.0028251763,0.0040987087],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012935941,0.0009196821,0.00089464977,0.00091769686,0.0018470451,0.0014101679,0.0011484541,0.0015504557,0.002069103],"category_scores_gemma":[0.01909647,0.00044207243,0.0006285477,0.0005528637,0.0013059953,0.00089321577,0.002356867,0.0016574292,0.0012278687],"study_design_candidate":"nonrandomized_trial","study_design_consensus":"nonrandomized_trial","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0077937087,0.42553288,0.09117225,0.00081110635,0.00015393842,0.0032791703,0.057620566,0.0013564958,0.016827388,0.00038928038,0.0023617682,0.39270148],"study_design_scores_gemma":[0.0043252097,0.36565688,0.54877317,0.00032107285,0.00023330897,0.0022157577,0.038115088,0.0032681976,0.027975464,0.0008508668,0.007979262,0.00028563154],"about_ca_topic_score_codex":0.0023973465,"about_ca_topic_score_gemma":0.0019755568,"teacher_disagreement_score":0.012935941,"about_ca_system_score_codex":0.0010371824,"about_ca_system_score_gemma":0.002670861,"threshold_uncertainty_score":0.0684126},"labels":[],"label_agreement":null},{"id":"W2037423551","doi":"10.1111/j.1467-8535.2007.00776.x","title":"Contradictions between the virtual and physical high school classroom: A third‐generation Activity Theory perspective","year":2007,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Innovative Education and Learning Practices","field":"Social Sciences","cited_by":105,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Memorial University of Newfoundland; Université Laval","funders":"","keywords":"Perspective (graphical); Workload; Activity theory; Physical activity; Mathematics education; Pedagogy; Psychology; Classroom management; Sociology; Computer science; Multimedia","score_opus":0.0317924570987666,"score_gpt":0.3785050125182132,"score_spread":0.3467125554194466,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2037423551","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":[0.8331998,0.0016712503,0.06611253,0.0101717785,0.00010236925,0.00010883504,0.00006748666,0.00005319048,0.0885127],"genre_scores_gemma":[0.99787843,0.00010719575,0.0014559628,0.00009933141,0.0000035742682,0.000019209518,0.000010917877,0.0000040035866,0.00042143342],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9945741,0.0037308675,0.00016232513,0.00037265362,0.0006535355,0.00050655444],"domain_scores_gemma":[0.9905811,0.006630725,0.00093093165,0.0005816251,0.0007798778,0.0004959134],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0074139647,0.00035731657,0.00040391873,0.002643465,0.0025892276,0.0082725175,0.0011672893,0.0011635083,0.0015579216],"category_scores_gemma":[0.005937736,0.0003942904,0.000604837,0.0012023986,0.01930711,0.0042969533,0.003935908,0.001716225,0.00011748372],"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":[0.000045431778,0.00008951677,0.020724727,0.00012194568,0.000030071906,0.00089593,0.27617994,0.0016282297,0.0006231561,0.6863484,0.0005543218,0.012758359],"study_design_scores_gemma":[0.000061898,0.00011516678,0.025402132,0.00047922865,0.000050455346,0.001461401,0.40656477,0.016666876,0.0009584513,0.5079171,0.040245205,0.00007724399],"about_ca_topic_score_codex":0.010005491,"about_ca_topic_score_gemma":0.005378386,"teacher_disagreement_score":0.010005491,"about_ca_system_score_codex":0.006433041,"about_ca_system_score_gemma":0.0036721462,"threshold_uncertainty_score":0.046675205},"labels":[],"label_agreement":null},{"id":"W2050594247","doi":"10.1111/j.1467-8535.2007.00739.x","title":"The relative learning benefits of synchronous and asynchronous text‐based discussion","year":2007,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":76,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"MacEwan University","funders":"","keywords":"Citation; Asynchronous communication; Library science; Online discussion; Educational psychology; Computer science; World Wide Web; Psychology; Mathematics education; Telecommunications","score_opus":0.01487471590968235,"score_gpt":0.3400770641105632,"score_spread":0.32520234820088084,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2050594247","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":[0.96842325,0.0031342949,0.0051290467,0.0015150598,0.00040904395,0.00013173792,0.0002418043,0.0003012361,0.020714562],"genre_scores_gemma":[0.9911758,0.00089170074,0.0025959306,0.00018706598,0.0004260471,0.00009457466,0.00012695005,0.00007386881,0.004427936],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.997546,0.0011130428,0.0001780899,0.0003211233,0.00061806885,0.00022370458],"domain_scores_gemma":[0.91972417,0.072753005,0.002009978,0.0014955662,0.0014183881,0.0025988126],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0043849796,0.00045336786,0.0005383008,0.00092331605,0.00042175862,0.0023726285,0.00078261906,0.0015534156,0.015917584],"category_scores_gemma":[0.037663642,0.0002249633,0.00060894736,0.0005070444,0.0004582144,0.003411602,0.0011847126,0.0012205134,0.0016202366],"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":[0.08051806,0.0078004333,0.023465993,0.0023451298,0.00033444737,0.0002998982,0.002046815,0.0021246718,0.039898604,0.005561886,0.0026006603,0.83300346],"study_design_scores_gemma":[0.025982844,0.09097658,0.5319772,0.0023079566,0.007704422,0.00345647,0.009523422,0.028106157,0.16677192,0.093820974,0.038869623,0.0005024901],"about_ca_topic_score_codex":0.00017345298,"about_ca_topic_score_gemma":0.00023713757,"teacher_disagreement_score":0.015917584,"about_ca_system_score_codex":0.0003186915,"about_ca_system_score_gemma":0.00058014644,"threshold_uncertainty_score":0.053249598},"labels":[],"label_agreement":null},{"id":"W2070881865","doi":"10.1111/j.0007-1013.2004.00401.x","title":"Recognising and promoting collaboration in an online asynchronous discussion","year":2004,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":235,"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":"Asynchronous communication; Process (computing); Identification (biology); Reliability (semiconductor); Computer science; Conceptual framework; Psychology; Test (biology); Knowledge management; Process management; Sociology; Engineering","score_opus":0.03111613145524518,"score_gpt":0.3991631660414254,"score_spread":0.3680470345861802,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2070881865","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":[0.93999803,0.00019635512,0.043823447,0.0004404272,0.00010345915,0.0006003592,0.000052378466,0.000349902,0.014435668],"genre_scores_gemma":[0.970988,0.000090884336,0.027089434,0.00006053902,0.000048560058,0.00034962178,0.000041687414,0.000024529632,0.0013066429],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9647624,0.027514536,0.0012308127,0.0016701685,0.004066318,0.0007557596],"domain_scores_gemma":[0.8548996,0.11560173,0.012588357,0.0064615807,0.006070566,0.004378141],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.020945057,0.0006805193,0.00043882965,0.0025983676,0.0028268734,0.004590618,0.0014409183,0.0015417088,0.0020161604],"category_scores_gemma":[0.07201639,0.00037507815,0.0003652937,0.00094151817,0.0022416338,0.0051069898,0.006496226,0.0010798136,0.0004950011],"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":[0.0020301805,0.0034364846,0.12413569,0.0020644406,0.0001255351,0.0014988984,0.38759276,0.0020181965,0.055761635,0.01922934,0.0027034776,0.39940336],"study_design_scores_gemma":[0.0008927202,0.009285134,0.2597646,0.0031688232,0.00046267582,0.0039181984,0.35531914,0.036949903,0.09455641,0.05259107,0.18241997,0.0006713836],"about_ca_topic_score_codex":0.0003199287,"about_ca_topic_score_gemma":0.00036176728,"teacher_disagreement_score":0.020945057,"about_ca_system_score_codex":0.0010150732,"about_ca_system_score_gemma":0.0014527744,"threshold_uncertainty_score":0.11076939},"labels":[],"label_agreement":null},{"id":"W2087929482","doi":"10.1111/j.1467-8535.2009.00954.x","title":"Instructional design and technology grounded in enactivism: A paradigm shift?","year":2009,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":63,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Atomic Energy (Canada); University of Toronto; University of Calgary","funders":"","keywords":"Enactivism; Objectivism; Constructivism (international relations); Epistemology; Neurophenomenology; Internalism and externalism; Pragmatism; Sociology; Psychology; Philosophy; Political science; Autopoiesis","score_opus":0.026209075059011804,"score_gpt":0.35146590184372306,"score_spread":0.32525682678471124,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2087929482","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":[0.039835375,0.046656545,0.54608244,0.19477266,0.0032951625,0.00035541458,0.00007083084,0.00028538788,0.16864616],"genre_scores_gemma":[0.8089032,0.018754132,0.14524823,0.014714469,0.0017187714,0.0015050948,0.00006959886,0.00022404779,0.00886234],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9617344,0.030892663,0.0011059485,0.0015864689,0.004129647,0.0005509458],"domain_scores_gemma":[0.9515802,0.037413508,0.001999781,0.0050734994,0.0027704393,0.0011625476],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.036668606,0.0009327836,0.0012699268,0.0027808538,0.0020348285,0.012357393,0.0036999404,0.0055768117,0.0027947433],"category_scores_gemma":[0.01777507,0.0006115003,0.0007884718,0.0021907112,0.047234967,0.019293014,0.010155565,0.009308741,0.0006413605],"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":[0.00003194039,0.00007177383,0.00032638875,0.00049908936,0.000016399443,0.000046152694,0.007885155,0.00028205005,0.00031766342,0.97011703,0.00065068144,0.019755568],"study_design_scores_gemma":[0.00006194709,0.00007365285,0.00023320779,0.0012498348,0.000022427512,0.00018963385,0.007134498,0.0016105154,0.0008218792,0.9260545,0.06252336,0.000024537949],"about_ca_topic_score_codex":0.0008794282,"about_ca_topic_score_gemma":0.0007143659,"teacher_disagreement_score":0.036668606,"about_ca_system_score_codex":0.0058138985,"about_ca_system_score_gemma":0.0060572405,"threshold_uncertainty_score":0.19392449},"labels":[],"label_agreement":null},{"id":"W2090903703","doi":"10.1111/j.1467-8535.2007.00682_7.x","title":"Self, peer and group assessment in e‐learning – Edited by Tim S Roberts","year":2007,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Online and Blended Learning","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 Saskatchewan","funders":"","keywords":"Citation; Library science; Computer science","score_opus":0.006332099822545935,"score_gpt":0.32476379560874397,"score_spread":0.318431695786198,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2090903703","genre_codex":"review","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00597114,0.7969376,0.025263218,0.06754261,0.07918599,0.00018267792,0.0002160983,0.00021328777,0.02448745],"genre_scores_gemma":[0.087475955,0.6942239,0.028223746,0.0068025077,0.057918735,0.00045199879,0.00037889328,0.00030817642,0.12421608],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9981686,0.0009419996,0.00015042082,0.0001795338,0.0005076224,0.00005183499],"domain_scores_gemma":[0.9935267,0.0044446737,0.0001313137,0.000119935234,0.0015277866,0.00024950993],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004755586,0.00078470976,0.0008963199,0.0016276753,0.00059440965,0.0018442158,0.00080994534,0.0017189139,0.0033577273],"category_scores_gemma":[0.009163079,0.0004421852,0.00031850048,0.0013943174,0.0017199313,0.0032787574,0.0013759185,0.0023685114,0.0012134087],"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":[0.000105272775,0.00016004214,0.00071700336,0.0010521873,0.000033161705,0.00015111703,0.0014730436,0.0012984665,0.00064373406,0.016623748,0.41893792,0.5588043],"study_design_scores_gemma":[0.000071882285,0.00017686727,0.010795776,0.0021924512,0.000041337298,0.00088416674,0.002253991,0.0038547895,0.0010219539,0.0445844,0.93403965,0.000082749255],"about_ca_topic_score_codex":0.00550929,"about_ca_topic_score_gemma":0.01160534,"teacher_disagreement_score":0.00550929,"about_ca_system_score_codex":0.00077908655,"about_ca_system_score_gemma":0.0018387379,"threshold_uncertainty_score":0.02515024},"labels":[],"label_agreement":null},{"id":"W2094349848","doi":"10.1111/j.1467-8535.2006.00620.x","title":"The influence of instructional methods on the quality of online discussion","year":2006,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Online and Blended Learning","field":"Social Sciences","cited_by":300,"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; McGill University","funders":"","keywords":"WebQuest; Deliberation; Online discussion; Construct (python library); Psychology; Quality (philosophy); Cognition; Mathematics education; Discussion board; Content analysis; Pedagogy; Computer science; Sociology; Multimedia; Political science; Epistemology; Social science","score_opus":0.023595215051225308,"score_gpt":0.41626444501838245,"score_spread":0.39266922996715714,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2094349848","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":[0.98753893,0.00043792,0.007083758,0.00022303822,0.000029653724,0.00013654665,0.000030360237,0.00008738668,0.0044322656],"genre_scores_gemma":[0.9944817,0.00008807837,0.005019871,0.00002074096,0.000028142975,0.00006287315,0.000019895473,0.000021481834,0.00025733802],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9492558,0.038618818,0.0024344004,0.0012736792,0.0074561136,0.000961152],"domain_scores_gemma":[0.44952798,0.49095255,0.031428613,0.011280987,0.012056158,0.004753744],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.02517726,0.0003981286,0.00041649528,0.0020384884,0.0008739392,0.0048800143,0.00096061785,0.0006885841,0.0015365719],"category_scores_gemma":[0.1915954,0.00036052093,0.00046033112,0.001040775,0.0015739347,0.001601222,0.0018326419,0.0009207359,0.00026318664],"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":[0.0028495968,0.0021873927,0.39360017,0.0022830693,0.00048872724,0.0013604463,0.077343434,0.0031062416,0.03207735,0.0016741246,0.00087386253,0.48215556],"study_design_scores_gemma":[0.00039093246,0.0061018136,0.8605841,0.0013806014,0.0006496471,0.0030993922,0.05058038,0.011163479,0.043267015,0.0035905107,0.018928794,0.00026327866],"about_ca_topic_score_codex":0.0004090633,"about_ca_topic_score_gemma":0.00062651717,"teacher_disagreement_score":0.02517726,"about_ca_system_score_codex":0.0010812893,"about_ca_system_score_gemma":0.00089616195,"threshold_uncertainty_score":0.13315165},"labels":[],"label_agreement":null},{"id":"W2095758395","doi":"10.1111/j.1467-8535.2006.00611.x","title":"Ontology mappings to improve learning resource search","year":2006,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Semantic Web and Ontologies","field":"Computer Science","cited_by":85,"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":"Ontology; Computer science; Upper ontology; Interoperability; Process ontology; Context (archaeology); Semantic Web; Ontology-based data integration; Resource (disambiguation); OWL-S; Ontology alignment; Domain (mathematical analysis); World Wide Web; Curriculum; Suggested Upper Merged Ontology; Information retrieval; Knowledge management; Semantic Web Stack","score_opus":0.008499455123420431,"score_gpt":0.25542982412075926,"score_spread":0.24693036899733883,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2095758395","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.08424952,0.0006350532,0.8961134,0.000834913,0.00015189518,0.0003729396,0.00038803238,0.0064147795,0.0108394865],"genre_scores_gemma":[0.34659195,0.00037266183,0.6471235,0.00015718359,0.000042346765,0.00020646896,0.0011390649,0.00054328114,0.003823472],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9966685,0.0014994182,0.00021528055,0.00034836694,0.0010950599,0.00017338133],"domain_scores_gemma":[0.9939281,0.0032283275,0.00022646245,0.0013212797,0.0011486168,0.00014721627],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032991513,0.0007168064,0.00091030454,0.0032311173,0.0010694874,0.0017501876,0.0015515877,0.0012089072,0.0049432623],"category_scores_gemma":[0.01979163,0.00036894437,0.0008328394,0.0030233834,0.0005448927,0.005707915,0.0029445775,0.0009239197,0.0013229247],"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":[0.00025456562,0.00068611297,0.007315091,0.00031255063,0.00014451871,0.0002429652,0.00084840157,0.081117265,0.009280502,0.067216866,0.013362502,0.8192187],"study_design_scores_gemma":[0.00010238524,0.000111144596,0.0023259402,0.000094945506,0.00014636834,0.0002650565,0.0005800928,0.860997,0.022921586,0.07051925,0.041887242,0.000048944003],"about_ca_topic_score_codex":0.0060140365,"about_ca_topic_score_gemma":0.0050059054,"teacher_disagreement_score":0.0060140365,"about_ca_system_score_codex":0.0010938206,"about_ca_system_score_gemma":0.0016831479,"threshold_uncertainty_score":0.01744777},"labels":[],"label_agreement":null},{"id":"W2097226373","doi":"10.1111/j.1467-8535.2009.01020.x","title":"An investigation of attitudes of students and teachers about participating in a context‐aware ubiquitous learning activity","year":2010,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Mobile Learning in Education","field":"Computer Science","cited_by":150,"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":"National Science Council","keywords":"Context (archaeology); Computer science; Educational technology; Mobile device; Class (philosophy); Multimedia; Adaptation (eye); Synchronous learning; Ubiquitous computing; M-learning; Learning environment; Teaching method; Cooperative learning; Mathematics education; Psychology; Human–computer interaction; World Wide Web; Artificial intelligence","score_opus":0.016296093253226663,"score_gpt":0.33525174502223504,"score_spread":0.31895565176900836,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2097226373","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":[0.9995235,0.000015314934,0.00006235162,0.000022842503,0.0000031495565,0.000011494249,0.0000059465324,0.00000200231,0.0003534018],"genre_scores_gemma":[0.99935216,0.000031388478,0.00008123976,0.000027815679,0.0000029199116,0.000019234385,0.0000096347585,0.0000010586259,0.00047451133],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9985216,0.0005268258,0.00010211639,0.00015119773,0.00039525933,0.00030295327],"domain_scores_gemma":[0.9921725,0.0022890887,0.002114203,0.00027088897,0.0010040569,0.0021492539],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020202182,0.00028932578,0.00046761322,0.0009472404,0.0009409358,0.0016401955,0.00033349142,0.0008759913,0.0018338183],"category_scores_gemma":[0.0070312014,0.0003151781,0.00048379283,0.0003962262,0.00074718584,0.00065852137,0.0008353438,0.001268693,0.0004596673],"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":[0.00042016196,0.0042574923,0.8491174,0.00014495885,0.00006840961,0.00069913256,0.111129105,0.00020160063,0.008649353,0.00021787603,0.00035185466,0.024742723],"study_design_scores_gemma":[0.000041685358,0.0038203748,0.83233494,0.000059718295,0.000051533487,0.0005229136,0.15759745,0.0008367268,0.0019932115,0.0001307627,0.002550594,0.000060010087],"about_ca_topic_score_codex":0.001501461,"about_ca_topic_score_gemma":0.0016457307,"teacher_disagreement_score":0.0020202182,"about_ca_system_score_codex":0.00043346907,"about_ca_system_score_gemma":0.00042595642,"threshold_uncertainty_score":0.010684073},"labels":[],"label_agreement":null},{"id":"W2098938322","doi":"10.1111/j.1467-8535.2006.00560.x","title":"Developing a comprehensive metric for assessing discussion board effectiveness","year":2006,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Online and Blended Learning","field":"Social Sciences","cited_by":79,"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":"CLARITY; Computer science; Metric (unit); Discussion board; Key (lock); Quality (philosophy); Online discussion; Thread (computing); Data science; World Wide Web; Computer security; Operations management","score_opus":0.022765636321038153,"score_gpt":0.3706955204096431,"score_spread":0.3479298840886049,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2098938322","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":[0.6863503,0.0027487485,0.25649285,0.0010624921,0.0008007562,0.0075818305,0.0032129032,0.0027087233,0.039041415],"genre_scores_gemma":[0.8023816,0.0004571328,0.18556397,0.00016210049,0.00019822271,0.0065129683,0.0019024037,0.0002190379,0.0026025488],"study_design_codex":"design_other","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.89532804,0.0554977,0.015727686,0.003183494,0.028493596,0.0017693992],"domain_scores_gemma":[0.5199135,0.34943014,0.032673217,0.014556354,0.07741338,0.0060133776],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.07455436,0.00091534294,0.0013539747,0.010750776,0.0012300676,0.0046635023,0.0016821488,0.0014607997,0.004582476],"category_scores_gemma":[0.26721,0.00049787195,0.0011119742,0.005884061,0.0010281345,0.007331005,0.0028953392,0.0013354593,0.0014177563],"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":[0.0021518013,0.0019885455,0.30138037,0.0036684007,0.00091523834,0.00012142451,0.009440737,0.007050302,0.013346483,0.008939734,0.011782265,0.63921463],"study_design_scores_gemma":[0.00047523333,0.011520144,0.749117,0.0020923691,0.0009151765,0.0005485412,0.015486731,0.08814954,0.048949435,0.021488529,0.06063539,0.00062185904],"about_ca_topic_score_codex":0.0004973697,"about_ca_topic_score_gemma":0.0005430391,"teacher_disagreement_score":0.07455436,"about_ca_system_score_codex":0.0016848006,"about_ca_system_score_gemma":0.0014711168,"threshold_uncertainty_score":0.39428586},"labels":[],"label_agreement":null},{"id":"W2102610646","doi":"10.1111/1467-8535.00132","title":"Comparing Web, Correspondence and Lecture versions of a second‐year non‐major Biology course","year":2000,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Wikis in Education and Collaboration","field":"Social Sciences","cited_by":71,"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":"Course (navigation); Web site; World Wide Web; Mathematics education; Web application; Computer science; The Internet; Psychology; Engineering","score_opus":0.009627411998445683,"score_gpt":0.31194553392234914,"score_spread":0.30231812192390345,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2102610646","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":[0.9974477,0.000027881248,0.00015680114,0.000019941854,0.000024797551,0.00004811708,0.00013178858,0.00001911532,0.0021237328],"genre_scores_gemma":[0.9934911,0.000056882753,0.0007686165,0.000036906098,0.00002622241,0.0000962123,0.0006143401,0.000021524673,0.0048881616],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9985684,0.0003828038,0.00016259235,0.00015949892,0.0005363432,0.00019024331],"domain_scores_gemma":[0.9757052,0.01437251,0.0024860848,0.00104685,0.003566684,0.002822611],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002276661,0.0003784001,0.0006011637,0.001341949,0.0005152765,0.0012940322,0.00049711275,0.0005182941,0.006628435],"category_scores_gemma":[0.017318588,0.00022688237,0.00049014715,0.0013617183,0.00031978203,0.00091045856,0.000763121,0.0008356972,0.0015142997],"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":[0.06824194,0.038725607,0.34173462,0.0011228054,0.001147222,0.0011477462,0.013740635,0.0059434595,0.06409432,0.0018516512,0.00932449,0.4529254],"study_design_scores_gemma":[0.00043483693,0.022547355,0.957788,0.000034713896,0.00012692041,0.00012761184,0.0022464513,0.0023362364,0.010185949,0.00026724354,0.003844536,0.00006014204],"about_ca_topic_score_codex":0.0026828374,"about_ca_topic_score_gemma":0.0046872585,"teacher_disagreement_score":0.006628435,"about_ca_system_score_codex":0.00083800335,"about_ca_system_score_gemma":0.0005093611,"threshold_uncertainty_score":0.022174299},"labels":[],"label_agreement":null},{"id":"W2103307374","doi":"10.1111/bjet.12329","title":"Enhancing <scp>L</scp> 2 vocabulary acquisition through implicit reading support cues in e‐books","year":2015,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Reading and Literacy Development","field":"Psychology","cited_by":13,"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":"National Taiwan University; Ministry of Science and Technology, Taiwan","keywords":"Vocabulary; Subliminal stimuli; Reading (process); Priming (agriculture); Computer science; Psychology; Sensory cue; Cognitive psychology; Linguistics","score_opus":0.019499775745934454,"score_gpt":0.32083960157561514,"score_spread":0.30133982582968066,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2103307374","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":[0.99586064,0.00011762898,0.0015199329,0.00003673004,0.000010063829,0.000040624167,0.00002746984,0.000078739686,0.0023080758],"genre_scores_gemma":[0.9920603,0.0001611981,0.0051574614,0.000039773236,0.0000060824905,0.000062382016,0.000036497106,0.00002787293,0.0024483902],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9998443,0.000049802693,0.000013597574,0.00003322853,0.000038058024,0.000021035423],"domain_scores_gemma":[0.9987388,0.0008119858,0.00017789658,0.00007888672,0.000086003754,0.000106428386],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00032867608,0.000255993,0.00025927887,0.00017208337,0.0001174863,0.00059524534,0.00028361825,0.0002990593,0.004849829],"category_scores_gemma":[0.0019235571,0.00014208324,0.00011698682,0.00011923066,0.00031851596,0.0006741517,0.0007158574,0.00062130665,0.0007836321],"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":[0.0019864028,0.0023500142,0.002263181,0.00086983497,0.000014415226,0.00028212086,0.0015430101,0.00014205978,0.92880505,0.0006883819,0.00031124466,0.060744338],"study_design_scores_gemma":[0.00041474713,0.0132392105,0.07510863,0.0002930553,0.00013064513,0.0007366784,0.001946034,0.0019407077,0.89585394,0.0013122759,0.00895923,0.00006479429],"about_ca_topic_score_codex":0.00029308826,"about_ca_topic_score_gemma":0.0005163951,"teacher_disagreement_score":0.004849829,"about_ca_system_score_codex":0.0001160576,"about_ca_system_score_gemma":0.00027038762,"threshold_uncertainty_score":0.016224265},"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":"W2108607019","doi":"10.1111/j.1467-8535.2006.00557.x","title":"Rethinking the nature of online work in asynchronous learning networks","year":2006,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Online and Blended Learning","field":"Social Sciences","cited_by":54,"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":"Asynchronous communication; Context (archaeology); Work (physics); Knowledge management; Quality (philosophy); Computer science; Resource (disambiguation); Collaborative learning; Asynchronous learning; Mathematics education; Educational technology; Networked learning; Knowledge building; Sociology; Pedagogy; Synchronous learning; Teaching method; Psychology; Cooperative learning; Epistemology; Engineering","score_opus":0.007278481679709597,"score_gpt":0.2918434336090495,"score_spread":0.28456495192933995,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2108607019","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":[0.63825715,0.0011964199,0.18962434,0.010080531,0.00020440045,0.000196612,0.00004972353,0.0002089645,0.16018187],"genre_scores_gemma":[0.9882664,0.00011893127,0.009714908,0.00009629336,0.000027831713,0.0000759341,0.00000832843,0.000025288722,0.0016661342],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.98580104,0.011157743,0.00031520243,0.0009115829,0.0013293889,0.0004851134],"domain_scores_gemma":[0.96211517,0.030580712,0.0017219282,0.0036695602,0.00091995666,0.0009926931],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012430041,0.00023581834,0.00036786456,0.0017658335,0.004370801,0.010981581,0.001960311,0.0022102566,0.0027659237],"category_scores_gemma":[0.023199622,0.00053221843,0.00042470742,0.0010622749,0.021529663,0.017611945,0.0091578895,0.0018572818,0.00034241387],"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":[0.00012519603,0.00019894812,0.010121599,0.00031635247,0.000028068052,0.00080694724,0.27431944,0.0028018898,0.0046843886,0.6324957,0.0008914702,0.073210016],"study_design_scores_gemma":[0.00008285429,0.00022784357,0.010357746,0.0005052089,0.000034213663,0.0011844614,0.14559284,0.02387779,0.0027076208,0.7301763,0.08518394,0.00006907792],"about_ca_topic_score_codex":0.00082295004,"about_ca_topic_score_gemma":0.001156463,"teacher_disagreement_score":0.012430041,"about_ca_system_score_codex":0.002233083,"about_ca_system_score_gemma":0.0015297651,"threshold_uncertainty_score":0.06573713},"labels":[],"label_agreement":null},{"id":"W2108620531","doi":"10.1111/j.1467-8535.2006.00562.x","title":"Spelling and grammar checkers: are they intrusive?","year":2006,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Writing and Handwriting 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":"University of Alberta","funders":"","keywords":"Spelling; Grammar; Affect (linguistics); Computer science; Linguistics; Content (measure theory); Psychology; Natural language processing; Graduate students; Mathematics education; Artificial intelligence; Pedagogy; Communication; Mathematics","score_opus":0.010167227252303394,"score_gpt":0.2845731355562436,"score_spread":0.2744059083039402,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2108620531","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":[0.9941691,0.00034576227,0.0015140224,0.00045988758,0.000041804953,0.000026052667,0.000018005052,0.00009026021,0.0033351593],"genre_scores_gemma":[0.9976417,0.00011812853,0.0012601956,0.00022554248,0.000025076075,0.000012015567,0.000016560605,0.000034191842,0.00066655985],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.98483354,0.0070346096,0.0014897282,0.0011758311,0.0048729987,0.0005933927],"domain_scores_gemma":[0.6881026,0.1911796,0.079641476,0.01921889,0.015241398,0.006616023],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008421514,0.00049434375,0.0006185934,0.001054597,0.00093937584,0.0030892792,0.00084625767,0.0015414174,0.0028533698],"category_scores_gemma":[0.19492196,0.0007412106,0.0002641716,0.00058344554,0.0027685976,0.0016465976,0.0014371325,0.0014555604,0.00063120044],"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":[0.0012851595,0.00091097003,0.73992765,0.0004463389,0.00022126187,0.0024539456,0.05064114,0.00033922435,0.037276037,0.0012980567,0.002320155,0.16288008],"study_design_scores_gemma":[0.00016540888,0.0019127575,0.8937288,0.0007655486,0.0003743971,0.006396023,0.04529557,0.0035252837,0.026827417,0.003645267,0.017142946,0.00022052866],"about_ca_topic_score_codex":0.0016374438,"about_ca_topic_score_gemma":0.001881927,"teacher_disagreement_score":0.008421514,"about_ca_system_score_codex":0.0005597373,"about_ca_system_score_gemma":0.001012532,"threshold_uncertainty_score":0.044537723},"labels":[],"label_agreement":null},{"id":"W2120665767","doi":"10.1111/j.1467-8535.2006.00655.x","title":"Flatbrain spreadsheets: Mindtool outside the box?","year":2006,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Neuroscience, Education and Cognitive Function","field":"Neuroscience","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","funders":"","keywords":"Competence (human resources); Perception; Computer science; Context (archaeology); Blueprint; Set (abstract data type); Cognitive science; Viewpoints; Cognition; Psychology; Human–computer interaction; Neuroscience","score_opus":0.014420014025129855,"score_gpt":0.267125694693614,"score_spread":0.25270568066848415,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2120665767","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":[0.07040093,0.001101682,0.65195835,0.013152873,0.0018965702,0.00040540987,0.0020019878,0.11336696,0.1457152],"genre_scores_gemma":[0.37577957,0.0017602888,0.4093002,0.006175022,0.0009865187,0.0008212303,0.0048300987,0.023832263,0.17651476],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9987519,0.0003226286,0.000075135285,0.00018176489,0.00054044503,0.00012812049],"domain_scores_gemma":[0.99122006,0.0041129277,0.00031333024,0.0018999324,0.001494342,0.0009595022],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020950474,0.0008493537,0.00037385605,0.001014539,0.0007422337,0.0041000736,0.0026927001,0.0012437975,0.08391055],"category_scores_gemma":[0.013659213,0.0005452922,0.0003719266,0.00093905453,0.0012896304,0.005401525,0.0029158706,0.0021601284,0.02342866],"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":[0.0011658337,0.0004743473,0.0028049592,0.00039530976,0.00004303881,0.0008434176,0.0025060293,0.0037509757,0.011023298,0.124299645,0.34267834,0.5100148],"study_design_scores_gemma":[0.00031735774,0.00048128454,0.0037580589,0.0010675194,0.000037569014,0.0008263812,0.0019938583,0.05098978,0.030698493,0.14141177,0.76816267,0.00025538742],"about_ca_topic_score_codex":0.0013625622,"about_ca_topic_score_gemma":0.0013081396,"teacher_disagreement_score":0.08391055,"about_ca_system_score_codex":0.0008608875,"about_ca_system_score_gemma":0.0010273341,"threshold_uncertainty_score":0.2807088},"labels":[],"label_agreement":null},{"id":"W2128709656","doi":"10.1111/j.1467-8535.2004.00426.x","title":"Interaction for lifelong learning","year":2004,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Educational Tools and Methods","field":"Social Sciences","cited_by":104,"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; University of Alberta","funders":"","keywords":"Lifelong learning; Variety (cybernetics); Context (archaeology); Computer science; Narrative; Educational technology; Knowledge management; Sociology; Pedagogy; Artificial intelligence; Linguistics","score_opus":0.03597495581219304,"score_gpt":0.4185609371000626,"score_spread":0.3825859812878696,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2128709656","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":[0.019204315,0.009672862,0.06363249,0.056363408,0.0010555674,0.00016425391,0.0001579408,0.00042370593,0.8493254],"genre_scores_gemma":[0.8802023,0.0051559056,0.034787778,0.0058396934,0.0005952199,0.0005298334,0.0001644837,0.00018390513,0.07254082],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9950682,0.0034364176,0.00012822996,0.00036645329,0.0006488825,0.00035183073],"domain_scores_gemma":[0.99354917,0.0038973892,0.00041924466,0.00069569045,0.00053915207,0.00089936994],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003266359,0.0005296344,0.0003315984,0.0010238044,0.0043582977,0.010507732,0.0012264163,0.0036893405,0.035988104],"category_scores_gemma":[0.0067284335,0.00019245618,0.0005040738,0.00091733923,0.011251237,0.009158897,0.009933721,0.0027812847,0.004507813],"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":[0.000025781374,0.0000803572,0.0006974211,0.00027888292,0.000008654542,0.0002350473,0.008643577,0.0003371558,0.00021269331,0.92436093,0.0141479345,0.050971545],"study_design_scores_gemma":[0.000015127569,0.000054461198,0.000731474,0.0004237434,0.0000086790915,0.00045080154,0.0076636635,0.0009329981,0.0004499576,0.51717377,0.47207415,0.000021200325],"about_ca_topic_score_codex":0.0012979443,"about_ca_topic_score_gemma":0.0017206038,"teacher_disagreement_score":0.035988104,"about_ca_system_score_codex":0.0038049354,"about_ca_system_score_gemma":0.0028827596,"threshold_uncertainty_score":0.120392144},"labels":[],"label_agreement":null},{"id":"W2142089867","doi":"10.1111/j.1467-8535.2007.00805.x","title":"Technology education students: e‐tutors for school children","year":2008,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Knowledge Management and Sharing","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":"MacEwan University","funders":"","keywords":"TUTOR; The Internet; Peer tutor; Psychology; Mathematics education; Educational technology; Medical education; Multimedia; Pedagogy; Computer science; World Wide Web; Medicine","score_opus":0.013592382101676351,"score_gpt":0.3318574851388827,"score_spread":0.31826510303720634,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2142089867","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":[0.9961771,0.00021626311,0.00011576734,0.0003368765,0.000031423166,0.00011272242,0.000053147825,0.00004521248,0.0029114874],"genre_scores_gemma":[0.99547124,0.00027914363,0.0010969754,0.00011012504,0.000018929522,0.00013819587,0.000067633206,0.000008157542,0.0028094635],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99889404,0.0005210005,0.00008102198,0.000115143586,0.000119548175,0.0002693469],"domain_scores_gemma":[0.9964593,0.0007725161,0.00041360498,0.0001807394,0.00028398962,0.0018898267],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018815168,0.0003314426,0.00054040394,0.00051182084,0.0020179602,0.0015699391,0.00059822784,0.0010355539,0.008427689],"category_scores_gemma":[0.0055541447,0.00020952678,0.00030620807,0.00040885943,0.0004966001,0.0008080763,0.0018589259,0.000997953,0.0011190077],"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":[0.0014998983,0.023665732,0.47729313,0.00094728207,0.000048491245,0.006987502,0.15567596,0.00038682923,0.008216824,0.0011990732,0.014546978,0.3095324],"study_design_scores_gemma":[0.0011807937,0.01815589,0.57557565,0.00061442866,0.00026591483,0.0077851834,0.2852939,0.0012820482,0.012261968,0.001042247,0.09632747,0.00021445473],"about_ca_topic_score_codex":0.0023866585,"about_ca_topic_score_gemma":0.0063477517,"teacher_disagreement_score":0.008427689,"about_ca_system_score_codex":0.0008211503,"about_ca_system_score_gemma":0.0017140965,"threshold_uncertainty_score":0.028193414},"labels":[],"label_agreement":null},{"id":"W2146012091","doi":"10.1111/bjet.12052","title":"Open practices and identity: Evidence from researchers and educators' social media participation","year":2013,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Social Media and Politics","field":"Social Sciences","cited_by":132,"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","funders":"","keywords":"Scholarship; Social media; Sociology; Identity (music); Ethnography; Public relations; Digital media; Digital scholarship; Media studies; Social science; Political science; World Wide Web","score_opus":0.16539709361052474,"score_gpt":0.4938387862778435,"score_spread":0.32844169266731876,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2146012091","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":[0.97481763,0.0014610831,0.0009371505,0.0026283637,0.000042873584,0.00006172137,0.000035609813,0.000008129396,0.02000747],"genre_scores_gemma":[0.998237,0.00072988594,0.0002036438,0.00016906911,0.000020555352,0.000044195385,0.000012290724,0.000005245002,0.00057797134],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9471885,0.037412897,0.0026420024,0.0029270863,0.00718427,0.002645319],"domain_scores_gemma":[0.70704854,0.23901612,0.026764343,0.008874038,0.010820693,0.00747615],"candidate_categories":["open_science"],"consensus_categories":[],"category_scores_codex":[0.041787703,0.00031133954,0.00075796,0.007943772,0.009272357,0.0137267215,0.0018072246,0.0028026695,0.004583242],"category_scores_gemma":[0.116723165,0.00071517046,0.0003395686,0.005447807,0.024053944,0.0114916,0.017547414,0.0027514216,0.00042434788],"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":[0.000027801823,0.000091143105,0.02255719,0.00010252656,0.000009224152,0.00014756195,0.963398,0.000012427994,0.00008286368,0.0029338826,0.00015960197,0.01047784],"study_design_scores_gemma":[0.000009288421,0.000053857704,0.013592715,0.0003755174,0.000011155804,0.00012368531,0.97630274,0.000042801446,0.00013984142,0.0024783963,0.0068577607,0.000012248385],"about_ca_topic_score_codex":0.0055952473,"about_ca_topic_score_gemma":0.0070297965,"teacher_disagreement_score":0.9981928,"about_ca_system_score_codex":0.0036002041,"about_ca_system_score_gemma":0.0060568755,"threshold_uncertainty_score":0.2209971},"labels":[],"label_agreement":null},{"id":"W2154008135","doi":"10.1111/j.1467-8535.2005.00490.x","title":"Issues in the adoption of broadband‐enabled learning","year":2005,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":21,"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":"Videoconferencing; Broadband; Computer science; Affordance; Observability; Knowledge management; Multimedia; Telecommunications; Human–computer interaction","score_opus":0.023696524330938454,"score_gpt":0.3789191051240957,"score_spread":0.35522258079315727,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2154008135","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":[0.95457953,0.00083154946,0.0045330776,0.012854633,0.000098412325,0.00014593195,0.000018693292,0.00007472256,0.026863458],"genre_scores_gemma":[0.99773204,0.00013683888,0.0010410192,0.00034153598,0.000018102714,0.000038311235,0.000007074583,0.000009361813,0.0006757452],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9462382,0.03343708,0.0037205955,0.0019118006,0.01041632,0.004275993],"domain_scores_gemma":[0.91529965,0.051874354,0.00984088,0.0038203786,0.015469126,0.003695599],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.03515416,0.00025893102,0.0002655724,0.001141304,0.003197341,0.0086044725,0.0024705858,0.0031710607,0.003528208],"category_scores_gemma":[0.1004413,0.00039541986,0.0005241163,0.0012499434,0.003926449,0.006578644,0.005378213,0.0029346978,0.00037059694],"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":[0.0004541408,0.0016488985,0.1873268,0.0013238182,0.0001035845,0.008579877,0.28042638,0.0017351789,0.008467041,0.04829179,0.0040372657,0.45760524],"study_design_scores_gemma":[0.00014061833,0.0045603397,0.25609794,0.0027573458,0.00016277249,0.010782838,0.5545561,0.0052255187,0.0053650723,0.016456984,0.14365181,0.00024267478],"about_ca_topic_score_codex":0.008310755,"about_ca_topic_score_gemma":0.0057314336,"teacher_disagreement_score":0.03515416,"about_ca_system_score_codex":0.0041459207,"about_ca_system_score_gemma":0.004238016,"threshold_uncertainty_score":0.18591523},"labels":[],"label_agreement":null},{"id":"W2156549859","doi":"10.1111/j.1467-8535.2006.00598.x","title":"The virtual lecture hall: utilisation, effectiveness and student perceptions","year":2006,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Online and Blended Learning","field":"Social Sciences","cited_by":63,"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 Windsor","funders":"","keywords":"Lecture hall; CLIPS; Class (philosophy); Psychology; Perception; Test (biology); Mathematics education; Medical education; Computer science; Medicine; Artificial intelligence","score_opus":0.006091703851067458,"score_gpt":0.3167120582619588,"score_spread":0.31062035441089136,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2156549859","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":[0.9970067,0.00018998963,0.00026974967,0.00013764267,0.000020571448,0.00003606527,0.000034752862,0.000028967377,0.0022755899],"genre_scores_gemma":[0.9985671,0.00010733594,0.00025117953,0.000045108154,0.000023399503,0.00001720616,0.00003625071,0.0000067047094,0.00094563694],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99432796,0.0032041508,0.0003884593,0.0003061618,0.0013164106,0.00045691902],"domain_scores_gemma":[0.97928065,0.010809715,0.002921823,0.00064128195,0.0018462861,0.004500257],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004239334,0.0002382185,0.0003600878,0.00083370326,0.0005357864,0.002729797,0.000623467,0.00038695324,0.006989222],"category_scores_gemma":[0.022260828,0.000162464,0.00039176288,0.0003944041,0.00035661503,0.001034862,0.0013465893,0.00048112456,0.0009854579],"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":[0.0026695656,0.010586954,0.62005496,0.00052924315,0.00023437924,0.0005249055,0.013120817,0.0006107373,0.0052212733,0.00036126078,0.0036913017,0.3423946],"study_design_scores_gemma":[0.0002854387,0.021254214,0.92527544,0.00019090976,0.00024705462,0.0010380826,0.031770032,0.0023122267,0.006548779,0.0003654502,0.01056635,0.00014616341],"about_ca_topic_score_codex":0.00067879056,"about_ca_topic_score_gemma":0.0007412456,"teacher_disagreement_score":0.006989222,"about_ca_system_score_codex":0.00045881275,"about_ca_system_score_gemma":0.0005293579,"threshold_uncertainty_score":0.023381233},"labels":[],"label_agreement":null},{"id":"W2157014857","doi":"10.1111/j.1467-8535.2006.00614.x","title":"e‐Learning for depth in the Semantic Web","year":2006,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Natural Language Processing Techniques","field":"Computer Science","cited_by":25,"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; Formative assessment; Semantic Web; Implementation; World Wide Web; Educational technology; Semantics (computer science); Deep learning; Comprehension; Meaningful learning; Mathematics education; Artificial intelligence; Software engineering; Psychology; Programming language","score_opus":0.00764132777862409,"score_gpt":0.27798339436845937,"score_spread":0.2703420665898353,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2157014857","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":[0.21469852,0.0006897198,0.7186423,0.002948469,0.000096914744,0.0004890305,0.00031707855,0.0037010028,0.058416974],"genre_scores_gemma":[0.67329353,0.00048193036,0.31798723,0.0003283605,0.000030402198,0.00026661807,0.00031407678,0.0001440693,0.007153753],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99853873,0.00081614737,0.000063518026,0.00009826545,0.0004029425,0.00008034386],"domain_scores_gemma":[0.9949012,0.0039436575,0.00015352062,0.000576711,0.00029720107,0.00012777779],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028994142,0.00038880392,0.000264926,0.0008028839,0.00046609974,0.002301854,0.0006805274,0.001026566,0.0061964537],"category_scores_gemma":[0.0067295777,0.0001555902,0.00037348806,0.00081144174,0.0009041874,0.0077662375,0.0020540534,0.0012519235,0.0010699084],"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":[0.00034484646,0.0011675716,0.003076432,0.00054972933,0.00003983263,0.000260476,0.004381519,0.010696435,0.021543592,0.17718099,0.008404444,0.77235407],"study_design_scores_gemma":[0.00026231052,0.0005720691,0.0051953485,0.00054464524,0.00009442899,0.0005942301,0.0035322877,0.14136726,0.06962583,0.55663675,0.2214859,0.000088945024],"about_ca_topic_score_codex":0.00037794153,"about_ca_topic_score_gemma":0.0005392113,"teacher_disagreement_score":0.0061964537,"about_ca_system_score_codex":0.0005005899,"about_ca_system_score_gemma":0.0008826539,"threshold_uncertainty_score":0.020729184},"labels":[],"label_agreement":null},{"id":"W2165586579","doi":"10.1111/bjet.12201","title":"Examining the characteristics of student postings that are liked and linked in a <scp>CSCL</scp> environment","year":2014,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":15,"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","funders":"","keywords":"Interactivity; Cognition; Computer science; Range (aeronautics); Cognitive complexity; Psychology; Human–computer interaction; Mathematics education; Multimedia","score_opus":0.03939972956628678,"score_gpt":0.33008930108243656,"score_spread":0.29068957151614977,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2165586579","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":[0.9988035,0.000006005606,0.0005305622,0.000017562836,0.0000018988601,0.000014992304,0.00002619399,0.000017343891,0.000581896],"genre_scores_gemma":[0.9986419,0.0000080722175,0.00082646264,0.0000065594754,0.0000027727986,0.000018538914,0.000048809678,0.000007969595,0.00043893725],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99771947,0.001038903,0.00014305672,0.0002152229,0.0007226655,0.00016067314],"domain_scores_gemma":[0.96039164,0.02567817,0.0064501744,0.0017362662,0.0040423754,0.001701399],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024360605,0.00018632346,0.00018838816,0.0018044526,0.00086339755,0.001966478,0.0003364809,0.0005650489,0.0018849183],"category_scores_gemma":[0.018184422,0.00013139339,0.00013315107,0.00095206563,0.0006128749,0.0009451313,0.0008253468,0.00040695447,0.00034085478],"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":[0.00085824303,0.0014636029,0.7469254,0.00031088068,0.00009814038,0.0011625967,0.09579258,0.00088162237,0.046096653,0.0006270447,0.00089535257,0.10488784],"study_design_scores_gemma":[0.00001792961,0.001398908,0.9198281,0.000051398667,0.000048107297,0.00073145126,0.051518265,0.004868164,0.017004915,0.00042507757,0.0040366948,0.00007091467],"about_ca_topic_score_codex":0.0007867399,"about_ca_topic_score_gemma":0.0017549202,"teacher_disagreement_score":0.0024360605,"about_ca_system_score_codex":0.000474564,"about_ca_system_score_gemma":0.00030200096,"threshold_uncertainty_score":0.012883246},"labels":[],"label_agreement":null},{"id":"W2212962555","doi":"10.1111/bjet.12388","title":"<scp>VILLAGE</scp> — <scp>V</scp> irtual <scp>I</scp> mmersive <scp>L</scp> anguage <scp>L</scp> earning and <scp>G</scp> aming <scp>E</scp> nvironment: Immersion and presence","year":2015,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Virtual Reality Applications and Impacts","field":"Computer Science","cited_by":116,"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":"Chatbot; Affordance; Immersion (mathematics); Computer science; Virtual machine; Learning environment; Multimedia; Metaverse; Virtual learning environment; Language acquisition; Sense of presence; Human–computer interaction; World Wide Web; Virtual reality; Psychology; Mathematics education; Operating system","score_opus":0.015845498524875684,"score_gpt":0.25847382700679195,"score_spread":0.24262832848191626,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2212962555","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":[0.6377374,0.00011145249,0.006228459,0.0009788868,0.0001310149,0.0003268553,0.0013051614,0.0003621783,0.35281864],"genre_scores_gemma":[0.95913225,0.00006450088,0.0017580107,0.00008118,0.000012036976,0.00012852708,0.00025521082,0.000049886454,0.03851836],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99983764,0.000041495954,0.0000061453593,0.00002291799,0.00006723886,0.000024556504],"domain_scores_gemma":[0.9992975,0.00014809714,0.000044373923,0.00005699496,0.00020049565,0.0002525599],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00018454265,0.00011706191,0.00009495174,0.00019362038,0.0007092012,0.0009389087,0.00024646867,0.00025229735,0.046853684],"category_scores_gemma":[0.00092874846,0.00005231105,0.00008393215,0.00030314765,0.0005669768,0.00037979076,0.00094419793,0.00037021365,0.003405091],"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":[0.0012163328,0.0012748773,0.08772389,0.0007398773,0.00003494178,0.002022549,0.016018962,0.0061455644,0.07753901,0.01448919,0.14281029,0.6499844],"study_design_scores_gemma":[0.00008977479,0.0020884117,0.4538485,0.0003000998,0.000026729625,0.0009461671,0.034575656,0.010906894,0.053796615,0.0037873872,0.4395154,0.00011828448],"about_ca_topic_score_codex":0.008904295,"about_ca_topic_score_gemma":0.0145064425,"teacher_disagreement_score":0.046853684,"about_ca_system_score_codex":0.00042471875,"about_ca_system_score_gemma":0.0008679235,"threshold_uncertainty_score":0.1567412},"labels":[],"label_agreement":null},{"id":"W2299328089","doi":"10.1111/bjet.12441","title":"Mobile technologies for learning: Exploring critical mobile learning literacies as enabler of graduateness in a South African research‐led University","year":2016,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Mobile Learning in Education","field":"Computer Science","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":"Enabling; Curriculum; Thematic analysis; Computer science; Literacy; Mathematics education; Multimedia; Pedagogy; Qualitative research; Psychology; Sociology","score_opus":0.047394953451822625,"score_gpt":0.32815621831911473,"score_spread":0.28076126486729214,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2299328089","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":[0.99667126,0.00009340918,0.00028786625,0.00073361455,0.0000054185402,0.00003887136,0.00001080325,0.0000026681,0.0021560795],"genre_scores_gemma":[0.99852115,0.00011727856,0.00016262078,0.000095684016,0.0000027581248,0.000024473868,0.0000049330984,0.000002451829,0.0010686318],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9977525,0.0012229334,0.000064009546,0.00014009934,0.0002071478,0.00061324734],"domain_scores_gemma":[0.99548596,0.0023213523,0.00055427506,0.00010944998,0.00027536432,0.0012535447],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0038655426,0.00032112165,0.00040865544,0.0020691287,0.009554687,0.005921403,0.000870888,0.0012424635,0.004309819],"category_scores_gemma":[0.0060206386,0.0004773044,0.00021864196,0.0012187916,0.007134445,0.0035447702,0.0074155964,0.0026106688,0.00033574938],"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":[0.000022727336,0.00011848585,0.011328352,0.00008100294,0.0000022734955,0.0011808206,0.976539,0.000045208402,0.0009661015,0.0033268912,0.00018967925,0.006199367],"study_design_scores_gemma":[0.000002972768,0.00008110983,0.009734081,0.00011230291,0.0000027202498,0.00022781052,0.9829092,0.00012995166,0.0003406044,0.00063599186,0.0058132387,0.000010079156],"about_ca_topic_score_codex":0.008933613,"about_ca_topic_score_gemma":0.014355459,"teacher_disagreement_score":0.009554687,"about_ca_system_score_codex":0.0043382235,"about_ca_system_score_gemma":0.0053868103,"threshold_uncertainty_score":0.03147614},"labels":[],"label_agreement":null},{"id":"W2346113981","doi":"10.1111/bjet.12460","title":"Navigating the challenges of delivering secondary school courses by videoconference","year":2016,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Online and Blended Learning","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":"Ambrose University","funders":"","keywords":"Videoconferencing; Leverage (statistics); Feeling; Computer science; Teleconference; Multimedia; Psychology","score_opus":0.015707421695752437,"score_gpt":0.32811055348266555,"score_spread":0.3124031317869131,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2346113981","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":[0.95124984,0.0003559299,0.015729824,0.007966436,0.00016595294,0.00021995154,0.000046932724,0.00017170634,0.02409336],"genre_scores_gemma":[0.98722726,0.00029264775,0.0067238025,0.00072089996,0.000039991333,0.0001528461,0.000022959726,0.000053610915,0.0047659394],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98739886,0.00850751,0.00031842993,0.0006241046,0.0015921954,0.0015589503],"domain_scores_gemma":[0.98563737,0.008974144,0.0012918025,0.0007712311,0.0012152733,0.0021102007],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011021048,0.0005014983,0.00043522712,0.0005720041,0.00811801,0.0069041327,0.0027725315,0.0026275606,0.0047080973],"category_scores_gemma":[0.021540593,0.0004676705,0.00039092012,0.0006158832,0.0038420947,0.004351979,0.006014287,0.0029871985,0.001016613],"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":[0.00020508737,0.0011824649,0.020971304,0.00082583766,0.000052767125,0.004806931,0.7845743,0.0020278788,0.010092912,0.008275035,0.011475214,0.15551022],"study_design_scores_gemma":[0.000041726737,0.0007402677,0.009786063,0.0004860652,0.000040126375,0.002030301,0.90203637,0.0025617746,0.0028319857,0.0042433385,0.07511666,0.00008527912],"about_ca_topic_score_codex":0.005083195,"about_ca_topic_score_gemma":0.008714333,"teacher_disagreement_score":0.011021048,"about_ca_system_score_codex":0.002776834,"about_ca_system_score_gemma":0.00412093,"threshold_uncertainty_score":0.058285594},"labels":[],"label_agreement":null},{"id":"W2470583257","doi":"10.1111/bjet.12474","title":"Learning and assessment with images: A view of cognitive load through the lens of cerebral blood flow","year":2016,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Visual and Cognitive Learning Processes","field":"Psychology","cited_by":25,"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":"Cognitive load; Task (project management); Cognition; Cerebral blood flow; Psychology; Cognitive psychology; Computer science; Neuroscience; Medicine; Cardiology","score_opus":0.0177869400601007,"score_gpt":0.34405817672967604,"score_spread":0.32627123666957536,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2470583257","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":[0.7536485,0.013254481,0.11474123,0.017699927,0.0004393947,0.00016434198,0.00045739167,0.0005640737,0.09903058],"genre_scores_gemma":[0.98390734,0.0010926835,0.012484515,0.00043672233,0.0002420454,0.0000612094,0.000023270919,0.000038491573,0.0017136979],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9984205,0.0008284662,0.000051665833,0.00017181244,0.00043877235,0.00008871737],"domain_scores_gemma":[0.98676157,0.010216405,0.0012172605,0.0005899402,0.0006948181,0.0005200435],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024354348,0.000650824,0.00044305774,0.0037857506,0.00062134926,0.005203115,0.0008064432,0.00075531815,0.0051151803],"category_scores_gemma":[0.015497383,0.00025573905,0.00035856088,0.0011098646,0.004361881,0.0050864615,0.0023432851,0.0019405762,0.00022597499],"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":[0.0013216892,0.0014528561,0.16091414,0.0015404543,0.00064536935,0.0020427187,0.026048072,0.014335597,0.03482425,0.1653268,0.007628352,0.5839197],"study_design_scores_gemma":[0.00011500023,0.0017693928,0.55011165,0.0009514067,0.0002661649,0.002208418,0.026647268,0.05552908,0.011484331,0.32538155,0.025231332,0.00030437743],"about_ca_topic_score_codex":0.005071924,"about_ca_topic_score_gemma":0.0032768862,"teacher_disagreement_score":0.005203115,"about_ca_system_score_codex":0.0012394576,"about_ca_system_score_gemma":0.00081674196,"threshold_uncertainty_score":0.017111957},"labels":[],"label_agreement":null},{"id":"W2497843261","doi":"10.1111/bjet.12492","title":"Does sequence matter? Productive failure and designing online authentic learning for process engineering","year":2016,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":52,"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":"Process (computing); Sequence (biology); Instructional design; Sequence learning; Educational technology; Experiential learning; Knowledge management; Active learning (machine learning); Mathematics education; Learning sciences; Computer science; Psychology; Artificial intelligence; Chemistry","score_opus":0.020943896371024624,"score_gpt":0.35334892865430884,"score_spread":0.3324050322832842,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2497843261","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":[0.94173014,0.00012559303,0.052186217,0.00045077334,0.000031626656,0.00016380748,0.000013564784,0.00010425889,0.0051939315],"genre_scores_gemma":[0.9874582,0.000053217114,0.011886287,0.00004858879,0.0000071548884,0.00008880637,0.000012324693,0.000016823798,0.00042852623],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.98704964,0.009798578,0.00053815317,0.0006028297,0.0015687437,0.00044205782],"domain_scores_gemma":[0.88700455,0.09271636,0.0072765998,0.006418824,0.003959536,0.0026241739],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01905294,0.0004889435,0.00039949192,0.00092615886,0.00082532596,0.0033822833,0.0010765976,0.0010002113,0.0024627282],"category_scores_gemma":[0.0845996,0.00031247636,0.00028960285,0.00050076836,0.002737118,0.0043703895,0.0026671954,0.0011943767,0.00045838085],"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":[0.0022960936,0.004458526,0.1532919,0.0018337785,0.000121477,0.00056934287,0.07503545,0.018809972,0.028174393,0.032510467,0.0011941424,0.6817045],"study_design_scores_gemma":[0.0010597286,0.032777693,0.24679574,0.0026625395,0.0005458257,0.002952168,0.11713568,0.14983298,0.13391143,0.25708774,0.054672807,0.0005656431],"about_ca_topic_score_codex":0.00021905011,"about_ca_topic_score_gemma":0.00034330934,"teacher_disagreement_score":0.01905294,"about_ca_system_score_codex":0.0008212727,"about_ca_system_score_gemma":0.001608663,"threshold_uncertainty_score":0.100762784},"labels":[],"label_agreement":null},{"id":"W2560327045","doi":"10.1111/bjet.12537","title":"Evaluating a blended degree program through the use of the NSSE framework","year":2016,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Higher Education Practises and Engagement","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":true,"ca_institutions":"Mount Royal University","funders":"","keywords":"Coursework; Bachelor; General partnership; Medical education; Social media; Focus group; Psychology; Student engagement; Blended learning; Collaborative learning; Computer-mediated communication; Mathematics education; Pedagogy; Computer science; Educational technology; Sociology; The Internet; World Wide Web; Medicine","score_opus":0.21006052154822802,"score_gpt":0.45175758724826864,"score_spread":0.24169706570004063,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2560327045","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":[0.97868687,0.00005915848,0.0066843256,0.00039767096,0.00004886152,0.003795249,0.00023107625,0.00014597554,0.009950767],"genre_scores_gemma":[0.96784043,0.000109951325,0.024425242,0.00016398611,0.000018474426,0.0033681463,0.00037569783,0.00002569932,0.0036724142],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.98249614,0.009453899,0.0006090594,0.0007351264,0.0047493908,0.0019563544],"domain_scores_gemma":[0.97963905,0.0047848583,0.0013900967,0.0013451608,0.0060014646,0.0068394644],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.018474108,0.0005682002,0.0007313497,0.0016887938,0.0026387437,0.0036880297,0.001963224,0.0005483086,0.004382349],"category_scores_gemma":[0.021930717,0.0002933857,0.0007001858,0.0013503805,0.0010362684,0.0017360002,0.0051058773,0.0010409539,0.0006914473],"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":[0.0049006008,0.057577565,0.099153586,0.00077833777,0.00023185484,0.00019862353,0.01737584,0.012579153,0.007901565,0.0050249696,0.0049723485,0.78930557],"study_design_scores_gemma":[0.005612098,0.1441377,0.48175356,0.0013388736,0.00059081,0.00023045021,0.11482083,0.09656002,0.03651801,0.0074506006,0.110563815,0.00042322662],"about_ca_topic_score_codex":0.032737434,"about_ca_topic_score_gemma":0.08294769,"teacher_disagreement_score":0.032737434,"about_ca_system_score_codex":0.010345684,"about_ca_system_score_gemma":0.02240523,"threshold_uncertainty_score":0.09770155},"labels":[],"label_agreement":null},{"id":"W2760982471","doi":"10.1111/bjet.12590","title":"Using learning analytics to explore self‐regulated learning in flipped blended learning music teacher education","year":2017,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Online Learning and Analytics","field":"Computer Science","cited_by":105,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Alberta Advanced Education; University of Alberta","funders":"","keywords":"Learning analytics; Blended learning; Self-regulated learning; Flipped classroom; Context (archaeology); Mathematics education; Psychology; Online learning; Educational technology; Analytics; Computer science; Multimedia; Data science","score_opus":0.0391032657143148,"score_gpt":0.3335401365802499,"score_spread":0.29443687086593506,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2760982471","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":[0.99302214,0.000019707855,0.0053621912,0.000045184195,0.0000022945947,0.000059693102,0.000043300406,0.00004462428,0.0014010079],"genre_scores_gemma":[0.9945957,0.000017619524,0.004799122,0.000017096005,0.0000017905262,0.0000572256,0.000041371564,0.0000054599604,0.0004646456],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9990607,0.00051845185,0.000047094712,0.00012237244,0.00017581595,0.0000756211],"domain_scores_gemma":[0.9949704,0.0034405966,0.00072490313,0.00030819993,0.00030555137,0.000250329],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016755348,0.00018406025,0.0001969601,0.001141768,0.00038098198,0.0016949994,0.0004995205,0.00031226673,0.0013328558],"category_scores_gemma":[0.006720755,0.00012067748,0.0002508168,0.0005215292,0.0006012016,0.0010001961,0.0011320787,0.00045328788,0.0002502891],"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":[0.00067826605,0.005619799,0.51477754,0.0004218561,0.00011724791,0.0007094379,0.08901707,0.0051730066,0.034070272,0.0040741167,0.0010812201,0.3442602],"study_design_scores_gemma":[0.00010940642,0.004113244,0.74726063,0.00027734335,0.00008115993,0.00075783755,0.10565318,0.0821813,0.034798525,0.012110984,0.01250701,0.00014943063],"about_ca_topic_score_codex":0.00064515497,"about_ca_topic_score_gemma":0.0013933597,"teacher_disagreement_score":0.0016949994,"about_ca_system_score_codex":0.0005234795,"about_ca_system_score_gemma":0.0004698882,"threshold_uncertainty_score":0.008861184},"labels":[],"label_agreement":null},{"id":"W2799965083","doi":"10.1111/bjet.12621","title":"Writing and iPads in the early years: Perspectives from within the classroom","year":2018,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Child Development and Digital Technology","field":"Social Sciences","cited_by":39,"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":"Spelling; Creativity; Curriculum; Psychology; Pedagogy; Mathematics education; Teaching method; Linguistics; Social psychology","score_opus":0.013557897123472835,"score_gpt":0.29213148286512763,"score_spread":0.2785735857416548,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2799965083","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":[0.9518818,0.0049790465,0.0007569651,0.0056481306,0.00025456795,0.000049939164,0.0001095724,0.000024522511,0.03629555],"genre_scores_gemma":[0.9875377,0.0031631486,0.00036629377,0.0011371941,0.000082936516,0.000058216614,0.00003176519,0.000028877088,0.0075938595],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99134785,0.0051539517,0.0003018244,0.00048810642,0.0010663074,0.0016419654],"domain_scores_gemma":[0.98292,0.010568931,0.0013284651,0.00030603542,0.0018491481,0.0030273537],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007484908,0.0007601148,0.0013638844,0.0031470754,0.012364694,0.015267729,0.0013672744,0.002724664,0.003742838],"category_scores_gemma":[0.011476049,0.0008537458,0.000495547,0.0019196512,0.010528451,0.0060912455,0.0075421496,0.0069464096,0.00093027926],"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":[0.00001797488,0.000053634634,0.0031236687,0.00007389603,0.0000028844433,0.0010158671,0.98999804,0.0000069101875,0.0005167202,0.00077050616,0.00059719343,0.003822727],"study_design_scores_gemma":[0.0000032278786,0.00004450046,0.0030687915,0.00015066835,0.0000035978558,0.00048164334,0.9785684,0.000010400509,0.00016100999,0.0001361914,0.017360961,0.000010732008],"about_ca_topic_score_codex":0.009867888,"about_ca_topic_score_gemma":0.024059128,"teacher_disagreement_score":0.015267729,"about_ca_system_score_codex":0.0034567006,"about_ca_system_score_gemma":0.0034667037,"threshold_uncertainty_score":0.039584458},"labels":[],"label_agreement":null},{"id":"W2811238717","doi":"10.1111/bjet.12635","title":"A pedagogy of multiliteracies: Young children and multimodal learning with tablets","year":2018,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Child Development and Digital Technology","field":"Social Sciences","cited_by":141,"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":"Department of Economic and Community Development; International Business Machines Corporation","keywords":"Multimodality; Pedagogy; Narrative; Early childhood education; Educational technology; Early childhood; Sociology; Focus group; Psychology; Developmental psychology; Art; Computer science; Literature; Anthropology","score_opus":0.006862391074885327,"score_gpt":0.29852477723397614,"score_spread":0.2916623861590908,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2811238717","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":[0.9728373,0.0021698733,0.0021441663,0.0012592576,0.000048852005,0.00012282998,0.000089502035,0.000025088793,0.021303104],"genre_scores_gemma":[0.9958131,0.00094661466,0.0010704139,0.00009625249,0.000009045676,0.000074011565,0.000014097819,0.000005218527,0.0019713205],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9977284,0.0012482103,0.00014706874,0.00021824334,0.0003442617,0.00031376848],"domain_scores_gemma":[0.9981858,0.0010980299,0.0002815328,0.00009790329,0.00010515167,0.00023155141],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021453234,0.00037687024,0.00056461844,0.0009109752,0.0029022372,0.004391703,0.00066085416,0.0011720619,0.003544797],"category_scores_gemma":[0.0034281618,0.00030113698,0.0003851611,0.00086586014,0.0044553936,0.003588368,0.005781255,0.0012713422,0.00025053837],"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":[0.00009065095,0.00023357582,0.049552005,0.0008263942,0.000024026229,0.01734463,0.8595924,0.00024802843,0.002892259,0.019176785,0.0013914111,0.048627887],"study_design_scores_gemma":[0.00002490062,0.0005025847,0.03793714,0.0011369446,0.00005590764,0.01633899,0.80754083,0.0003008482,0.003368437,0.0039753034,0.12874973,0.00006843594],"about_ca_topic_score_codex":0.004329993,"about_ca_topic_score_gemma":0.0062131197,"teacher_disagreement_score":0.004391703,"about_ca_system_score_codex":0.0016405673,"about_ca_system_score_gemma":0.0015577066,"threshold_uncertainty_score":0.011903226},"labels":[],"label_agreement":null},{"id":"W2899508441","doi":"10.1111/bjet.12714","title":"Addressing bullying through critical making","year":2018,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Teaching and Learning Programming","field":"Computer Science","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Ontario Tech University","funders":"Ministère de l’Éducation, Gouvernement de l’Ontario; Social Sciences and Humanities Research Council of Canada; Canada Research Chairs","keywords":"Creativity; Psychology; Citizenship; Pedagogy; Critical thinking; Mathematics education; Citizenship education; Social psychology; Political science","score_opus":0.06558496536672542,"score_gpt":0.38961690537587285,"score_spread":0.3240319400091474,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2899508441","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":[0.6581297,0.011308248,0.097346574,0.032150857,0.0019321499,0.0007992512,0.00005262426,0.0011580425,0.1971226],"genre_scores_gemma":[0.96786803,0.0035526482,0.015871532,0.0013912928,0.0002110094,0.00015692884,0.000019367439,0.000064916516,0.010864285],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9980197,0.0009440605,0.00005912212,0.00017299758,0.00044224405,0.00036187313],"domain_scores_gemma":[0.99389654,0.0032234997,0.00090290426,0.00046972366,0.00062342087,0.0008838401],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026247008,0.0006912918,0.0002838279,0.0013109759,0.0023665428,0.003200683,0.0011373385,0.0009454789,0.0047907066],"category_scores_gemma":[0.008094966,0.00018977729,0.00036989807,0.0003166391,0.0028139171,0.0021715404,0.0044454434,0.0020421583,0.00055093813],"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":[0.00018214322,0.0019360305,0.012319075,0.0017777226,0.00010769597,0.0017112853,0.12800469,0.0013650844,0.019614488,0.06135504,0.021206615,0.7504201],"study_design_scores_gemma":[0.00025801404,0.0024545742,0.025088906,0.006768893,0.00046668606,0.00508923,0.16379716,0.0052068876,0.050892565,0.21114819,0.528656,0.00017297498],"about_ca_topic_score_codex":0.0009432197,"about_ca_topic_score_gemma":0.0014561185,"teacher_disagreement_score":0.0047907066,"about_ca_system_score_codex":0.0008846973,"about_ca_system_score_gemma":0.0027005828,"threshold_uncertainty_score":0.016026437},"labels":[],"label_agreement":null},{"id":"W2909746260","doi":"10.1111/bjet.12738","title":"Achievement emotions with location‐based mobile augmented reality: An examination of discourse processes in simulated guided walking tours","year":2019,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Psychological and Educational Research Studies","field":"Psychology","cited_by":23,"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","keywords":"Dialog box; Augmented reality; Mobile device; Context (archaeology); Computer science; Recall; Human–computer interaction; Field (mathematics); Psychology; Multimedia; Cognitive psychology; World Wide Web","score_opus":0.04392275508759495,"score_gpt":0.4044341208434469,"score_spread":0.3605113657558519,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2909746260","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":[0.9996094,0.0000104425735,0.00013724837,0.000007253634,6.4270654e-7,0.000010524937,0.000007018465,0.0000039836,0.00021351675],"genre_scores_gemma":[0.9992761,0.000021884916,0.0003445129,0.000006903827,0.0000015132769,0.00003267427,0.000016930007,0.0000029045261,0.0002966644],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99887043,0.00073062885,0.000047998677,0.00011970701,0.0001563467,0.000074917305],"domain_scores_gemma":[0.99441904,0.0036491612,0.0010489138,0.00025187424,0.00026761802,0.00036334424],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012403606,0.0003498756,0.00041237276,0.0004807631,0.0005487647,0.0018720361,0.0003972805,0.00055919477,0.0018026232],"category_scores_gemma":[0.007038423,0.00024980705,0.00031566885,0.00025419105,0.0010127525,0.0005197679,0.0013981003,0.0005197629,0.00020852928],"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":[0.0049708444,0.0060102358,0.25381076,0.0015685097,0.00035089318,0.0016558653,0.48210868,0.005167897,0.17489167,0.0011623428,0.0006502795,0.06765213],"study_design_scores_gemma":[0.00014159389,0.009394604,0.7599503,0.00017925282,0.00018456092,0.00049363944,0.19031028,0.0072594937,0.026879221,0.0009266409,0.0040887417,0.00019169333],"about_ca_topic_score_codex":0.00069818343,"about_ca_topic_score_gemma":0.0010300527,"teacher_disagreement_score":0.0018720361,"about_ca_system_score_codex":0.00039616332,"about_ca_system_score_gemma":0.00025086655,"threshold_uncertainty_score":0.0065597296},"labels":[],"label_agreement":null},{"id":"W2933377512","doi":"10.1111/bjet.12779","title":"A posthumanist critique of flexible online learning and its “anytime anyplace” claims","year":2019,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Digital Education and Society","field":"Computer Science","cited_by":103,"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","funders":"","keywords":"Flexibility (engineering); Framing (construction); Narrative; Curriculum; Computer science; Individualism; Sociology; Knowledge management; Epistemology; Engineering ethics; Pedagogy; Political science; Management; Engineering","score_opus":0.007972150553671844,"score_gpt":0.2888352348887582,"score_spread":0.28086308433508633,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2933377512","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":[0.08293166,0.006162852,0.0735361,0.15043437,0.00097163575,0.000059765447,0.00011566041,0.00017211014,0.6856158],"genre_scores_gemma":[0.98251694,0.0007654275,0.002252329,0.0039192373,0.00023327328,0.0000535185,0.000016927406,0.000096199634,0.01014611],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9939559,0.003934419,0.00011040514,0.0006334613,0.0009003781,0.00046543116],"domain_scores_gemma":[0.99043417,0.007204152,0.000552011,0.0008938729,0.00049231586,0.00042350075],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0066845156,0.00069348415,0.00036488232,0.0018231362,0.007257729,0.011298547,0.0018884372,0.006199417,0.004709291],"category_scores_gemma":[0.007783092,0.00032131583,0.00044845176,0.001227561,0.109795995,0.015072358,0.00665791,0.0076261847,0.0005430135],"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":[0.000003948602,0.0000027648935,0.000027587423,0.000011650677,8.549572e-7,0.00003837597,0.011335302,0.00009835244,0.00004184505,0.98699456,0.00081794715,0.00062693906],"study_design_scores_gemma":[0.000008579352,0.000008548399,0.00009273718,0.00013586176,0.0000029359237,0.00010345521,0.0105225295,0.0005539653,0.00019897497,0.89999086,0.08836947,0.00001202298],"about_ca_topic_score_codex":0.0051556667,"about_ca_topic_score_gemma":0.0037719177,"teacher_disagreement_score":0.011298547,"about_ca_system_score_codex":0.0068481676,"about_ca_system_score_gemma":0.0027511665,"threshold_uncertainty_score":0.049687207},"labels":[],"label_agreement":null},{"id":"W2934378034","doi":"10.1111/bjet.12773","title":"The craftivists: Pushing for affective, materially informed pedagogy","year":2019,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Digital Education and Society","field":"Computer Science","cited_by":30,"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; European Commission; University of California, Santa Cruz","keywords":"Embodied cognition; Feeling; Materialism; Agency (philosophy); Space (punctuation); Focus (optics); Materiality (auditing); Sociology; Aesthetics; Pedagogy; Psychology; Epistemology; Social psychology; Computer science; Social science; Art","score_opus":0.007106096754842857,"score_gpt":0.2960379817250679,"score_spread":0.28893188497022504,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2934378034","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":[0.1716633,0.002609515,0.4083575,0.041842178,0.0007495604,0.00030973068,0.00007211281,0.0006877245,0.3737085],"genre_scores_gemma":[0.9378775,0.0007096416,0.03853737,0.0012485321,0.000118030825,0.00024259268,0.000021971951,0.00027190166,0.020972509],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.98890734,0.008055848,0.00018177342,0.0008208542,0.001329522,0.00070473546],"domain_scores_gemma":[0.9856953,0.010101443,0.00054552755,0.0022110234,0.0006722841,0.00077447935],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013436318,0.0006650466,0.00043617634,0.0022222046,0.0044394666,0.016695753,0.0023445617,0.0027406733,0.0074069956],"category_scores_gemma":[0.012275316,0.0005666237,0.0005641599,0.00085497426,0.06308065,0.01266489,0.011660575,0.0067519,0.00096692145],"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":[0.000032830816,0.00005199355,0.0005205485,0.00014912315,0.000008041104,0.00014111251,0.0977228,0.00049298455,0.0012221585,0.867557,0.0021003096,0.030001197],"study_design_scores_gemma":[0.000039344308,0.000059810733,0.00039034462,0.00039167202,0.000009851286,0.00023646289,0.06620821,0.0018834951,0.0032745088,0.77981734,0.1476596,0.000029359053],"about_ca_topic_score_codex":0.0012737275,"about_ca_topic_score_gemma":0.0017974055,"teacher_disagreement_score":0.016695753,"about_ca_system_score_codex":0.0044419775,"about_ca_system_score_gemma":0.0034918247,"threshold_uncertainty_score":0.07105887},"labels":[],"label_agreement":null},{"id":"W2935851630","doi":"10.1111/bjet.12781","title":"Ethics in educational technology research: Informing participants on data sharing risks","year":2019,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Ethics in Clinical Research","field":"Medicine","cited_by":27,"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":"“la Caixa” Foundation","keywords":"Data sharing; Informed consent; Limiting; Psychology; Knowledge management; Risk management; Research data; Knowledge sharing; Research ethics; Medical education; Engineering ethics; Computer science; Business; Medicine; Data science; Engineering","score_opus":0.8059231556175681,"score_gpt":0.6678548943003112,"score_spread":0.1380682613172569,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2935851630","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":"methods","domain_gemma":"methods","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":"methods","domain_consensus":"methods","prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.52502686,0.0018525277,0.248487,0.17252159,0.0016200187,0.009976902,0.00021405233,0.00042363064,0.0398774],"genre_scores_gemma":[0.90452975,0.0011236197,0.073017634,0.009948531,0.00031129862,0.0079367785,0.00006782603,0.00006712514,0.002997515],"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.4700269,0.49471655,0.017397512,0.0029874681,0.010060638,0.004810814],"domain_scores_gemma":[0.4518433,0.43771714,0.03924953,0.034513485,0.025145842,0.011530839],"candidate_categories":["metaresearch","research_integrity"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.33404785,0.0010160722,0.0012117536,0.002787794,0.012084435,0.010657523,0.0030042103,0.007910289,0.005299288],"category_scores_gemma":[0.41917747,0.001312072,0.0009758724,0.0014453593,0.023517204,0.013910703,0.013869373,0.012881033,0.0019945456],"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":[0.00037648223,0.00042366778,0.008123857,0.0007284711,0.000022901175,0.0015543769,0.89504206,0.00038746113,0.0037321362,0.037617482,0.004845796,0.047145285],"study_design_scores_gemma":[0.00031392873,0.0012512159,0.004754212,0.004501494,0.000075691205,0.0031873344,0.6830702,0.0039377226,0.0129090315,0.13326518,0.15240806,0.00032602137],"about_ca_topic_score_codex":0.0011148815,"about_ca_topic_score_gemma":0.00086838513,"teacher_disagreement_score":0.9920897,"about_ca_system_score_codex":0.0051441872,"about_ca_system_score_gemma":0.020735933,"threshold_uncertainty_score":0.82123756},"labels":[],"label_agreement":null},{"id":"W2936675639","doi":"10.1111/bjet.12788","title":"Academics' social media use over time is associated with individual, relational, cultural and political factors","year":2019,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Impact of Technology on Adolescents","field":"Social Sciences","cited_by":42,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Royal Roads University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Nature versus nurture; Social media; Politics; Sociology; Social psychology; Public relations; Psychology; Political science","score_opus":0.04262354656695473,"score_gpt":0.32979861449791814,"score_spread":0.2871750679309634,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2936675639","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"evaluation","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":"evaluation","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9983216,0.00019222386,0.000037697657,0.00021322824,0.0000064734018,0.000004480011,0.000036865218,0.0000024330095,0.0011849912],"genre_scores_gemma":[0.99953604,0.00010301469,0.000021645936,0.000015699246,0.000006961689,0.000004804548,0.000026907735,0.0000015930808,0.00028351],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9982381,0.0006767753,0.00014532202,0.0001894413,0.0003616878,0.00038869868],"domain_scores_gemma":[0.9827183,0.005299835,0.007154767,0.00055499776,0.0013542569,0.0029179063],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.0031866222,0.00018411502,0.00033410083,0.002368009,0.0012413894,0.004099822,0.00048299055,0.0006945699,0.0065717907],"category_scores_gemma":[0.015679,0.00021377623,0.0003785372,0.002338501,0.0014616275,0.0014501053,0.0018099818,0.0011374804,0.00069232885],"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":[0.000086202956,0.00020149231,0.9642056,0.000031383363,0.000037808408,0.0001056614,0.025973275,0.000033510325,0.00019246031,0.00025316147,0.00028682465,0.008592731],"study_design_scores_gemma":[0.0000025625734,0.000063511194,0.96028644,0.000030006227,0.000012516942,0.00008805327,0.038403746,0.000063473104,0.00007295739,0.00012091356,0.00084830594,0.0000076016963],"about_ca_topic_score_codex":0.0058570476,"about_ca_topic_score_gemma":0.007986457,"teacher_disagreement_score":0.99681336,"about_ca_system_score_codex":0.0009439937,"about_ca_system_score_gemma":0.00075730885,"threshold_uncertainty_score":0.021984875},"labels":[],"label_agreement":null},{"id":"W2943549365","doi":"10.1111/bjet.12796","title":"A digital game‐based assessment of middle‐school and college students’ choices to seek critical feedback and to revise","year":2019,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Visual and Cognitive Learning Processes","field":"Psychology","cited_by":25,"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 Alberta","funders":"Social Sciences and Humanities Research Council of Canada; Killam Trusts","keywords":"Mathematics education; Psychology; Critical thinking; Outcome (game theory); Game based learning; Pedagogy","score_opus":0.019113782819247305,"score_gpt":0.3847313091356912,"score_spread":0.3656175263164439,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2943549365","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":[0.9987091,0.000007162881,0.00042185443,0.000009122266,0.0000028079123,0.000103239036,0.00003179987,0.000014816167,0.0007001112],"genre_scores_gemma":[0.99381304,0.00003294953,0.0041077714,0.000022651215,0.0000034519928,0.00028017012,0.00014013244,0.0000063199236,0.0015934577],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9989675,0.00035213248,0.00013788353,0.00017652448,0.00025984834,0.00010602914],"domain_scores_gemma":[0.9927993,0.0038724043,0.0009335935,0.0003763602,0.000999987,0.0010184336],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017457779,0.0005288634,0.0004748724,0.0011994255,0.0003857027,0.0010947546,0.0005521425,0.00054284785,0.0028071415],"category_scores_gemma":[0.00821005,0.000269792,0.00037551,0.0004391579,0.0003541788,0.000746333,0.0007526467,0.0006876945,0.0007064221],"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":[0.003451579,0.028757624,0.599304,0.00043822787,0.00017365132,0.00040476146,0.017025879,0.0030206582,0.031065375,0.0010118763,0.002731962,0.31261444],"study_design_scores_gemma":[0.00034477064,0.01845081,0.93411213,0.00011840815,0.00007499468,0.00030472912,0.008282149,0.014741516,0.017464122,0.0011560804,0.0047894996,0.00016083157],"about_ca_topic_score_codex":0.0008774587,"about_ca_topic_score_gemma":0.0019237137,"teacher_disagreement_score":0.0028071415,"about_ca_system_score_codex":0.00043940544,"about_ca_system_score_gemma":0.00041993381,"threshold_uncertainty_score":0.009390831},"labels":[],"label_agreement":null},{"id":"W2945360797","doi":"10.1111/bjet.12802","title":"Immediations and rhythms of speculative design: Implications for value in design‐based research","year":2019,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Digital Games and Media","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"McGill University","funders":"Social Sciences and Humanities Research Council of Canada; McGill University","keywords":"Club; Value (mathematics); Process (computing); Sociology; Computer science","score_opus":0.11797182231722876,"score_gpt":0.4150628055581026,"score_spread":0.29709098324087385,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2945360797","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":[0.5222157,0.002838563,0.29593992,0.017544655,0.00052618573,0.0014766421,0.00026876372,0.00032751288,0.15886205],"genre_scores_gemma":[0.9847608,0.00019866321,0.012743348,0.00024891534,0.00003931778,0.00057987677,0.000027966711,0.000075230295,0.0013259386],"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.87055427,0.10915772,0.0033092743,0.005409751,0.008833914,0.0027350548],"domain_scores_gemma":[0.543626,0.39534554,0.01715397,0.029876042,0.010731806,0.0032667443],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.12615672,0.0008360588,0.0010604872,0.0046767658,0.0072431318,0.020846495,0.0032862474,0.0024599733,0.007849254],"category_scores_gemma":[0.25937033,0.0014664661,0.0009053486,0.0028825388,0.06765483,0.019477569,0.011895015,0.005153185,0.00039486703],"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":[0.00033446104,0.00015909146,0.011757253,0.00073749997,0.00003722093,0.00034100984,0.60443896,0.00083120016,0.00091169286,0.34388006,0.00073444535,0.035837132],"study_design_scores_gemma":[0.0002795489,0.00049916055,0.019293012,0.0018699152,0.00007444946,0.0009379029,0.40753806,0.004770121,0.002303554,0.48898643,0.07326478,0.0001831115],"about_ca_topic_score_codex":0.0022752567,"about_ca_topic_score_gemma":0.002656904,"teacher_disagreement_score":0.12615672,"about_ca_system_score_codex":0.009888694,"about_ca_system_score_gemma":0.006583522,"threshold_uncertainty_score":0.66718847},"labels":[],"label_agreement":null},{"id":"W2947772395","doi":"10.1111/bjet.12819","title":"Affective potentials in informal technology‐enhanced learning settings","year":2019,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Innovative Education and Learning Practices","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":"McGill University","funders":"","keywords":"Globe; Embodied cognition; Sociology; Section (typography); Emerging technologies; Value (mathematics); Informal learning; Psychology; Epistemology; Computer science; Pedagogy; Artificial intelligence","score_opus":0.01089886336217126,"score_gpt":0.345477341583568,"score_spread":0.33457847822139675,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2947772395","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":[0.6826894,0.002956015,0.022993308,0.0051861033,0.00055940036,0.00019785113,0.00007597965,0.0001265436,0.2852153],"genre_scores_gemma":[0.9957248,0.00026026097,0.0007233278,0.00024498947,0.00003578853,0.00006229053,0.000009621343,0.000014760403,0.0029240055],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99469215,0.003690923,0.00015219707,0.00029331414,0.0007358742,0.000435412],"domain_scores_gemma":[0.9949976,0.0032577422,0.0004925597,0.00025678935,0.00030651118,0.0006887812],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033230926,0.0002910297,0.00024502628,0.0007221843,0.0036803968,0.00810364,0.0008500877,0.0010161564,0.004907422],"category_scores_gemma":[0.008556983,0.00017251134,0.00034521948,0.00057954405,0.00879135,0.0055696317,0.00812369,0.0021532685,0.00041481128],"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":[0.00023256127,0.00020787578,0.008739049,0.00076766044,0.00004505578,0.0015725825,0.6445935,0.0008332026,0.004064306,0.25602594,0.005007962,0.077910356],"study_design_scores_gemma":[0.0000710621,0.00042393382,0.034394726,0.00078545505,0.000060879927,0.0021985648,0.5966508,0.0018818993,0.0026951334,0.17849433,0.18219484,0.00014842133],"about_ca_topic_score_codex":0.0005074573,"about_ca_topic_score_gemma":0.00059580954,"teacher_disagreement_score":0.00810364,"about_ca_system_score_codex":0.0021235328,"about_ca_system_score_gemma":0.0007859066,"threshold_uncertainty_score":0.01757443},"labels":[],"label_agreement":null},{"id":"W2948806129","doi":"10.1111/bjet.12828","title":"“Lifelong learning Ecologies: Linking formal and informal contexts of learning in the digital era”","year":2019,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Mobile Learning in Education","field":"Computer Science","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":"Royal Roads University","funders":"","keywords":"Lifelong learning; Formal learning; Informal learning; Educational technology; Sociology; Informal education; Formal education; Digital learning; Pedagogy; Psychology; Mathematics education; Higher education; Political science","score_opus":0.0057890702825917455,"score_gpt":0.24359893769238433,"score_spread":0.2378098674097926,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2948806129","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":[0.43297982,0.025800325,0.13766,0.039754953,0.00090406847,0.0006086685,0.001063176,0.00045077543,0.36077824],"genre_scores_gemma":[0.9677971,0.0042775306,0.018768016,0.0015081494,0.00011435212,0.0003527751,0.00033204898,0.00010099493,0.0067490567],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9968342,0.0017611014,0.00013419075,0.0005554316,0.00036103712,0.00035406416],"domain_scores_gemma":[0.99387544,0.0030067367,0.0008646784,0.0006671491,0.0006166417,0.0009692771],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032052821,0.00046296904,0.0003826485,0.0047370186,0.0041019293,0.016074931,0.0014597415,0.0016094047,0.006469099],"category_scores_gemma":[0.007847063,0.00041988198,0.0005517509,0.0035493288,0.019092707,0.019275721,0.016240455,0.0020745855,0.0007759665],"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":[0.0000607209,0.00015886854,0.033637073,0.0008524565,0.00006355011,0.0006735667,0.18685536,0.00062842533,0.0005823442,0.64869577,0.0059844875,0.12180749],"study_design_scores_gemma":[0.000028836213,0.00010018612,0.057648197,0.0020508596,0.00007088552,0.0010206663,0.20893574,0.0018506307,0.0004694366,0.46715724,0.26053095,0.0001364112],"about_ca_topic_score_codex":0.0040388484,"about_ca_topic_score_gemma":0.008002347,"teacher_disagreement_score":0.016074931,"about_ca_system_score_codex":0.0040006028,"about_ca_system_score_gemma":0.005350674,"threshold_uncertainty_score":0.029026568},"labels":[],"label_agreement":null},{"id":"W3005988318","doi":"10.1111/bjet.12905","title":"The adoption of a social learning system: Intrinsic value in the UTAUT model","year":2020,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Technology Adoption and User Behaviour","field":"Decision Sciences","cited_by":162,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Optech (Canada)","funders":"","keywords":"Value (mathematics); Social influence; Social learning; Computer science; Psychology; Knowledge management; Social psychology; Machine learning","score_opus":0.06709931541564801,"score_gpt":0.35420259135993376,"score_spread":0.28710327594428575,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3005988318","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":[0.9245321,0.00019107391,0.03997214,0.00085860025,0.000026727008,0.00024620187,0.0002327618,0.00012374438,0.033816636],"genre_scores_gemma":[0.9970343,0.000039408966,0.002248447,0.000012490799,0.0000033155547,0.00006859988,0.000036029654,0.000006365309,0.0005510547],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9951567,0.0028120843,0.00027263167,0.00036566233,0.00092728797,0.0004655077],"domain_scores_gemma":[0.97719586,0.014990499,0.0035050819,0.0011189141,0.002386872,0.0008026794],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030279313,0.00064676336,0.00040391606,0.0016546408,0.00066067977,0.004004186,0.00083290885,0.0010289208,0.0039490066],"category_scores_gemma":[0.012704931,0.0003919082,0.00086353417,0.0013771186,0.002213955,0.0028442633,0.0015853817,0.0011362989,0.0005533873],"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":[0.00023710563,0.0010638352,0.7259714,0.0005526526,0.0004759127,0.0010685043,0.016285269,0.02952448,0.0030607353,0.14712751,0.001319024,0.07331365],"study_design_scores_gemma":[0.000089401816,0.0014539968,0.4945235,0.0013437112,0.00048564182,0.0014111724,0.018861301,0.37573585,0.0042119278,0.08736944,0.014200938,0.00031316304],"about_ca_topic_score_codex":0.0037663332,"about_ca_topic_score_gemma":0.0036503514,"teacher_disagreement_score":0.004004186,"about_ca_system_score_codex":0.002268579,"about_ca_system_score_gemma":0.002357956,"threshold_uncertainty_score":0.016459823},"labels":[],"label_agreement":null},{"id":"W3009918327","doi":"10.1111/bjet.12917","title":"Bridging learning sciences, machine learning and affective computing for understanding cognition and affect in collaborative learning","year":2020,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":120,"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":"Academy of Finland; Athabasca University","keywords":"Metacognition; Collaborative learning; Cognition; Multidisciplinary approach; Affect (linguistics); Psychology; Cooperative learning; Computer science; Cognitive science; Knowledge management; Mathematics education; Teaching method; Sociology; Communication","score_opus":0.05050319118010017,"score_gpt":0.3875118753865934,"score_spread":0.3370086842064932,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3009918327","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":[0.25796255,0.030408887,0.5404444,0.057286136,0.0014533991,0.00037511656,0.00011783973,0.00038194313,0.11156967],"genre_scores_gemma":[0.9204247,0.006516827,0.068054385,0.0013161666,0.00024708465,0.0001910692,0.000020422602,0.000029472954,0.0031998057],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99867344,0.00085381506,0.000058019235,0.00012723087,0.00019556466,0.00009200244],"domain_scores_gemma":[0.9957045,0.0034880266,0.0002627142,0.00018045252,0.00019381123,0.00017052867],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002711681,0.0004008034,0.0003434275,0.001397995,0.0010116816,0.0048354524,0.0006251238,0.0016672297,0.0042922576],"category_scores_gemma":[0.0050557773,0.00019721378,0.00054426433,0.0009081508,0.0037453086,0.0047394787,0.002735049,0.002551239,0.00040875946],"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":[0.00017361688,0.0004029552,0.013812091,0.0018932411,0.0001367369,0.00096294226,0.038019028,0.014400413,0.012642316,0.6046407,0.005543351,0.30737266],"study_design_scores_gemma":[0.00003376205,0.00017447244,0.016646003,0.0019594028,0.00008185044,0.0006684587,0.02629617,0.081872515,0.0058391425,0.8122441,0.054061808,0.00012228977],"about_ca_topic_score_codex":0.0010876532,"about_ca_topic_score_gemma":0.0013372035,"teacher_disagreement_score":0.0048354524,"about_ca_system_score_codex":0.0014398785,"about_ca_system_score_gemma":0.0011522181,"threshold_uncertainty_score":0.014358997},"labels":[],"label_agreement":null},{"id":"W3010986557","doi":"10.1111/bjet.12928","title":"Intra‐active entanglements: What posthuman and new materialist frameworks can offer the learning sciences","year":2020,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Innovative Human-Technology Interaction","field":"Computer Science","cited_by":50,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Mount Saint Vincent University","funders":"Brock University; Mount Saint Vincent University; University of Louisville; Verizon","keywords":"Posthuman; Materialism; Posthumanism; Sociology; Epistemology; Realism; Constructionism; Philosophy","score_opus":0.024997508249393525,"score_gpt":0.301532255250756,"score_spread":0.2765347470013625,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3010986557","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":[0.14242962,0.017956093,0.14782576,0.098044924,0.0011797794,0.000111537316,0.00012970713,0.00024772788,0.59207493],"genre_scores_gemma":[0.9812323,0.0020948877,0.0095728785,0.0015352258,0.00020560437,0.000098534496,0.000029942503,0.00007029382,0.0051603056],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9914888,0.005847262,0.00016150613,0.0009098576,0.0008481739,0.0007444193],"domain_scores_gemma":[0.98624146,0.008915263,0.00080907106,0.0026649614,0.00052069465,0.000848484],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.016013458,0.0008293505,0.0007555219,0.0034117736,0.007836935,0.015329132,0.0026735018,0.0043628127,0.011384453],"category_scores_gemma":[0.009672148,0.0006318782,0.0008280184,0.0014317884,0.1362582,0.035281,0.016457358,0.0055834325,0.0007796049],"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":[0.000013956712,0.000017243708,0.00032130268,0.000045691082,0.000005843931,0.00007233472,0.015875768,0.00018423203,0.00009241611,0.97932947,0.00032332464,0.0037184427],"study_design_scores_gemma":[0.000009423056,0.000018990908,0.0004458799,0.00014351538,0.000006652654,0.00010198966,0.013843912,0.00035119266,0.00019794247,0.9466144,0.03825093,0.00001524031],"about_ca_topic_score_codex":0.0018827486,"about_ca_topic_score_gemma":0.0028931375,"teacher_disagreement_score":0.99216306,"about_ca_system_score_codex":0.0053546163,"about_ca_system_score_gemma":0.0028115083,"threshold_uncertainty_score":0.084688246},"labels":[],"label_agreement":null},{"id":"W3015091069","doi":"10.1111/bjet.12933","title":"Towards learning analytics adoption: A mixed methods study of data‐related practices and policies in Latin American universities","year":2020,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Online Learning and Analytics","field":"Computer Science","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":"Athabasca University","funders":"Pontificia Universidad Católica de Chile; European Commission","keywords":"Latin Americans; Leverage (statistics); Learning analytics; Qualitative property; Analytics; Public relations; Political science; Knowledge management; Business; Medical education; Computer science; Data science; Medicine","score_opus":0.04781307221816657,"score_gpt":0.3956538721554275,"score_spread":0.34784079993726097,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3015091069","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":[0.9985514,0.000100569414,0.00043420694,0.00017677214,0.0000030931474,0.0001072701,0.000026788179,0.0000019672007,0.00059780147],"genre_scores_gemma":[0.997795,0.00019934296,0.0010524667,0.00019630784,0.000004652852,0.00030927476,0.000032643613,0.0000047626054,0.0004056096],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9866289,0.01015631,0.0007899058,0.0006609496,0.00075023505,0.0010137089],"domain_scores_gemma":[0.9644088,0.025050692,0.0049321195,0.0013473614,0.0032608479,0.0010002517],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.024517406,0.00034179632,0.00068070577,0.002311785,0.0037891513,0.005136257,0.0010440546,0.0010460503,0.0016949606],"category_scores_gemma":[0.028757803,0.0006668882,0.00040558752,0.002832535,0.0028928707,0.0035704344,0.0035323093,0.0012741333,0.00017322606],"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":[0.00013709435,0.00074018125,0.15062876,0.00024046765,0.00004602151,0.0004882849,0.8267103,0.00008685415,0.0013333291,0.0012205447,0.00019822952,0.018169863],"study_design_scores_gemma":[0.000011492589,0.00023880822,0.044056464,0.00018981527,0.000015396114,0.00007342288,0.9523519,0.00024960292,0.0004302709,0.00030517398,0.0020584103,0.00001921263],"about_ca_topic_score_codex":0.011003002,"about_ca_topic_score_gemma":0.01634193,"teacher_disagreement_score":0.024517406,"about_ca_system_score_codex":0.0037893546,"about_ca_system_score_gemma":0.0040684757,"threshold_uncertainty_score":0.12966198},"labels":[],"label_agreement":null},{"id":"W3039470340","doi":"10.1111/bjet.12992","title":"Multimodal learning analytics for game‐based learning","year":2020,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Educational Games and Gamification","field":"Psychology","cited_by":143,"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","keywords":"Learning analytics; Computer science; Eye tracking; Analytics; Modalities; Gaze; Multimodal learning; Leverage (statistics); Artificial intelligence; Facial expression; Human–computer interaction; Machine learning; Data science","score_opus":0.032358186946477595,"score_gpt":0.3393278290188267,"score_spread":0.3069696420723491,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3039470340","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":[0.39096263,0.001553675,0.5869487,0.001975246,0.00014041264,0.0006727342,0.002326197,0.0042948546,0.011125587],"genre_scores_gemma":[0.9202773,0.00029372546,0.077406734,0.00007861427,0.000036974703,0.00022266727,0.0006137606,0.000043777425,0.0010263652],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9993389,0.0003303646,0.000039103703,0.00009357126,0.00015815672,0.00003980535],"domain_scores_gemma":[0.9956613,0.0032437178,0.00035464845,0.00019890342,0.00040251776,0.00013896215],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013453607,0.0009249199,0.00042420672,0.001848793,0.00022945923,0.0016443079,0.00045528615,0.00031848982,0.0036632386],"category_scores_gemma":[0.00871528,0.00017591492,0.0005405121,0.0007789325,0.00028756878,0.0009171291,0.0010868441,0.00075511663,0.00053310563],"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":[0.001032028,0.0013038911,0.07175149,0.00062634744,0.00041317512,0.000303909,0.0012102317,0.14592548,0.01800776,0.010929008,0.0061422293,0.74235445],"study_design_scores_gemma":[0.000019807345,0.00041975942,0.026299318,0.0001776729,0.000059176284,0.00008315578,0.000415567,0.94481426,0.0053519425,0.01778213,0.004521215,0.000056078086],"about_ca_topic_score_codex":0.0034483303,"about_ca_topic_score_gemma":0.0042484803,"teacher_disagreement_score":0.0036632386,"about_ca_system_score_codex":0.0005915234,"about_ca_system_score_gemma":0.00039768824,"threshold_uncertainty_score":0.012254775},"labels":[],"label_agreement":null},{"id":"W3040920798","doi":"10.1111/bjet.12989","title":"Facial expressions when learning with a Queer History App: Application of the Control Value Theory of Achievement Emotions","year":2020,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":34,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Montreal General Hospital","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Sadness; Psychology; Anger; Learning analytics; Happiness; Facial expression; Cognitive psychology; Social psychology; Mathematics education; Computer science; Data science","score_opus":0.022953337528649104,"score_gpt":0.3079178421125472,"score_spread":0.2849645045838981,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3040920798","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":[0.97016484,0.00007374833,0.022555724,0.00014175574,0.000021369284,0.0001923432,0.00017780408,0.00011768518,0.006554682],"genre_scores_gemma":[0.9909986,0.00007189775,0.007935144,0.00002934735,0.000009405047,0.00008993436,0.00005061322,0.000011339244,0.0008037356],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99964,0.00013981847,0.000012447571,0.000060094586,0.000115937684,0.000031758715],"domain_scores_gemma":[0.9988398,0.00077477086,0.00014306107,0.000038404465,0.00016528845,0.000038808652],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006868735,0.00024267274,0.00015478727,0.00049177924,0.00017134447,0.0007880334,0.00019509176,0.00029470836,0.0019689894],"category_scores_gemma":[0.004147157,0.00008266837,0.0001989178,0.0001979451,0.00028104655,0.0003597121,0.0003985906,0.00033142837,0.00025572564],"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":[0.0014186399,0.0008150208,0.2808343,0.0006414717,0.00012790927,0.00083983765,0.017958896,0.009360995,0.18134943,0.003361501,0.0026996206,0.50059247],"study_design_scores_gemma":[0.000062720814,0.0010076193,0.82180274,0.00018966057,0.0001897597,0.00093300705,0.009053093,0.111939006,0.0476389,0.0033521457,0.0037051402,0.00012620955],"about_ca_topic_score_codex":0.0017615705,"about_ca_topic_score_gemma":0.0015808699,"teacher_disagreement_score":0.0019689894,"about_ca_system_score_codex":0.00038105427,"about_ca_system_score_gemma":0.00016911508,"threshold_uncertainty_score":0.0065869093},"labels":[],"label_agreement":null},{"id":"W3080181210","doi":"10.1111/bjet.13022","title":"Immersive virtual reality for supporting complex scientific knowledge: Augmenting our understanding with physiological monitoring","year":2020,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Virtual Reality Applications and Impacts","field":"Computer Science","cited_by":57,"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","keywords":"Tracking (education); Psychology; Cognition; Computer science; Multimedia; Human–computer interaction; Pedagogy","score_opus":0.15276909858663107,"score_gpt":0.3716729276488749,"score_spread":0.21890382906224382,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3080181210","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":[0.36140087,0.49268475,0.079286635,0.006505519,0.00072753197,0.00054430735,0.0007912535,0.0007520429,0.057307046],"genre_scores_gemma":[0.79197836,0.15643312,0.047393363,0.0011362912,0.000285356,0.0005580631,0.00022698032,0.000042638825,0.0019457928],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99848324,0.0009961067,0.00008223204,0.00009555362,0.00028348432,0.00005931261],"domain_scores_gemma":[0.9927816,0.0060760304,0.000506494,0.0002620464,0.00029559515,0.00007819707],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023053084,0.00044976623,0.0005252646,0.0014339335,0.00014814171,0.0019100041,0.0009437712,0.000853514,0.0038345903],"category_scores_gemma":[0.0076207663,0.00022575942,0.00089375256,0.0008881789,0.0006786547,0.001960244,0.0018826034,0.00061754603,0.0003496547],"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":[0.00033849943,0.0005534506,0.005393407,0.027569838,0.0009790245,0.00018077309,0.005714295,0.0022485082,0.0085402485,0.009805213,0.0035118773,0.9351647],"study_design_scores_gemma":[0.0007449632,0.0074400934,0.17310305,0.13571729,0.007783072,0.0033840754,0.0306572,0.02555864,0.036763728,0.04537163,0.53259754,0.0008786878],"about_ca_topic_score_codex":0.0007153061,"about_ca_topic_score_gemma":0.00095427193,"teacher_disagreement_score":0.0038345903,"about_ca_system_score_codex":0.00033170843,"about_ca_system_score_gemma":0.0004912761,"threshold_uncertainty_score":0.012827933},"labels":[],"label_agreement":null},{"id":"W3082616717","doi":"10.1111/bjet.13019","title":"Examining physiological and self‐report indicators of empathy during learners’ interaction with a queer history app","year":2020,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Media Influence and Health","field":"Arts and Humanities","cited_by":12,"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":"Social Sciences and Humanities Research Council of Canada","keywords":"Empathy; Psychology; Curriculum; Sexual orientation; Clinical psychology; Social psychology; Pedagogy","score_opus":0.04197671598817166,"score_gpt":0.2624491364727545,"score_spread":0.22047242048458282,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3082616717","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":[0.99943537,0.000013049077,0.000097813034,0.000015606847,0.000001411354,0.000018769806,0.000023034123,0.000002354345,0.00039257115],"genre_scores_gemma":[0.99860555,0.000046513567,0.00039649205,0.000024367613,0.0000029177472,0.000053246913,0.000033477747,0.0000012323911,0.00083619694],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99949455,0.00018779306,0.000026875996,0.000074901654,0.00012426765,0.000091520764],"domain_scores_gemma":[0.9975701,0.0010782209,0.0005660513,0.00010752984,0.00037023274,0.000307841],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010679242,0.00016644997,0.00020386386,0.00027361573,0.0003899682,0.00069075346,0.00017287757,0.0003567621,0.0032127697],"category_scores_gemma":[0.004081145,0.00014381157,0.00019095058,0.00014202851,0.00029684528,0.0002952151,0.00048406498,0.00055972184,0.000358252],"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":[0.0005782755,0.0022644808,0.8724688,0.00019551103,0.00009069661,0.00033614747,0.03424859,0.00018754441,0.038787186,0.0000794063,0.0004930736,0.050270196],"study_design_scores_gemma":[0.000008700882,0.0014948713,0.9804285,0.000025064244,0.00003093619,0.00014800158,0.012959606,0.00028461064,0.0039962446,0.000027013304,0.000577527,0.000019038505],"about_ca_topic_score_codex":0.0026478237,"about_ca_topic_score_gemma":0.005275618,"teacher_disagreement_score":0.0032127697,"about_ca_system_score_codex":0.00024931238,"about_ca_system_score_gemma":0.00033198966,"threshold_uncertainty_score":0.01074779},"labels":[],"label_agreement":null},{"id":"W3094202104","doi":"10.1111/bjet.13042","title":"Constructivist educational technology: Re‐examining the foundations and state of the literature","year":2020,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Online and Blended Learning","field":"Social Sciences","cited_by":5,"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","keywords":"Constructivist teaching methods; Educational technology; Agency (philosophy); Technology integration; Pedagogy; Constructivism (international relations); Sociology; Engineering ethics; Computer science; Knowledge management; Mathematics education; Teaching method; Psychology; Engineering; Social science; Political science","score_opus":0.01639620916282386,"score_gpt":0.3120611183535136,"score_spread":0.2956649091906897,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3094202104","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":[0.0115194665,0.67956114,0.064839885,0.18679118,0.008214956,0.00014859562,0.00011819168,0.00023972317,0.04856693],"genre_scores_gemma":[0.2741498,0.667609,0.0332425,0.015390181,0.0052472786,0.0004384173,0.0001883362,0.00035568472,0.0033787983],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9661089,0.02087819,0.0020355752,0.0018123171,0.008326491,0.0008383822],"domain_scores_gemma":[0.76798105,0.20400117,0.003176848,0.008601019,0.014945933,0.0012940166],"candidate_categories":["bibliometrics"],"consensus_categories":[],"category_scores_codex":[0.06529108,0.0010279318,0.0015681387,0.02120614,0.0031354215,0.023655262,0.0034781084,0.0032898604,0.0027955049],"category_scores_gemma":[0.07627116,0.00082222256,0.001137908,0.012533371,0.03860981,0.027704975,0.007974807,0.011408779,0.0006956831],"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":[0.00003099128,0.0000851873,0.0017763831,0.0061840806,0.00014100305,0.00013357567,0.023228738,0.00084573316,0.00022133066,0.6489851,0.0118975565,0.3064703],"study_design_scores_gemma":[0.000017686907,0.0000814757,0.0024028036,0.03620756,0.00010609666,0.00023253227,0.03817506,0.0020415008,0.00073073537,0.5078617,0.41205928,0.00008354445],"about_ca_topic_score_codex":0.007883219,"about_ca_topic_score_gemma":0.009673843,"teacher_disagreement_score":0.97879386,"about_ca_system_score_codex":0.013643162,"about_ca_system_score_gemma":0.017632771,"threshold_uncertainty_score":0.34529632},"labels":[],"label_agreement":null},{"id":"W3105170226","doi":"10.1111/bjet.13050","title":"Latent profiles of self‐regulated learning and their impacts on teachers’ technology integration","year":2020,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":39,"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":"Fonds de Recherche du Québec-Société et Culture","keywords":"Metacognition; Mathematics education; Psychology; Comprehension; Self-regulated learning; Context (archaeology); Task (project management); Technology integration; Pedagogy; Educational technology; Computer science; Cognition; Engineering","score_opus":0.026507235395214337,"score_gpt":0.3428597576347889,"score_spread":0.31635252223957455,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3105170226","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":[0.9980433,0.000021409669,0.0012065392,0.000026859327,9.830543e-7,0.000023645902,0.00005445899,0.000008825503,0.0006139691],"genre_scores_gemma":[0.9994235,0.000011320484,0.00038646883,0.0000021188016,5.13298e-7,0.000017990229,0.0000772374,0.0000019965878,0.00007891603],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99689364,0.0009330328,0.00045611322,0.0005538606,0.0008567283,0.00030664747],"domain_scores_gemma":[0.9757967,0.010373945,0.006943565,0.0035538625,0.0022485706,0.0010832933],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003589294,0.00028136722,0.00032455218,0.0017461277,0.0005554897,0.002860379,0.0004641137,0.00045250345,0.0017233931],"category_scores_gemma":[0.017923454,0.00035859505,0.0007036005,0.0014303821,0.0009714993,0.0013122013,0.0022857145,0.00097758,0.00024744723],"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":[0.000072646864,0.00022394827,0.98295724,0.000024682226,0.000064335785,0.00004333894,0.0041636387,0.00043371442,0.0010114231,0.0005793137,0.000040231058,0.010385448],"study_design_scores_gemma":[0.000003975188,0.000085802545,0.99037045,0.000022150472,0.000021947013,0.000078000674,0.0031911882,0.0041143494,0.000820228,0.0009781122,0.0002994709,0.000014279438],"about_ca_topic_score_codex":0.0017573427,"about_ca_topic_score_gemma":0.0021154617,"teacher_disagreement_score":0.003589294,"about_ca_system_score_codex":0.0009317727,"about_ca_system_score_gemma":0.00080601795,"threshold_uncertainty_score":0.018982172},"labels":[],"label_agreement":null},{"id":"W3115960083","doi":"10.1111/bjet.13060","title":"Validating a blended teaching readiness instrument for primary/secondary preservice teachers","year":2020,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Online and Blended Learning","field":"Social Sciences","cited_by":48,"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":"Blended learning; Structural equation modeling; Confirmatory factor analysis; Mathematics education; Class (philosophy); Psychology; Data collection; Teacher education; Computer science; Mathematics; Statistics; Educational technology","score_opus":0.023018225254880172,"score_gpt":0.3261910230561999,"score_spread":0.3031727978013197,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3115960083","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":[0.97828853,0.000054203385,0.014192278,0.00019460412,0.000036559064,0.0016084833,0.00046879583,0.00023716758,0.004919424],"genre_scores_gemma":[0.9647415,0.000087388325,0.029978512,0.00010103067,0.000009720209,0.002775608,0.0007145935,0.00003259157,0.0015590492],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99451655,0.001710367,0.0008391268,0.00044481194,0.0020076951,0.000481379],"domain_scores_gemma":[0.9791117,0.006515873,0.0029302433,0.0015456744,0.007836284,0.0020602539],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011274756,0.00037585167,0.0005712909,0.001777678,0.0010159377,0.0017887735,0.00086028525,0.0007579113,0.004135747],"category_scores_gemma":[0.027021145,0.00040547812,0.00088662095,0.00086895045,0.00057787466,0.0014704969,0.0018977697,0.0015041226,0.0017745035],"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":[0.00028857266,0.0040202113,0.78637195,0.0003622922,0.00010183552,0.00015380431,0.006788809,0.0026656773,0.009946214,0.0012167456,0.0031607647,0.18492314],"study_design_scores_gemma":[0.00012860047,0.003979676,0.93969023,0.00041039567,0.00009431609,0.0003156539,0.01366741,0.015069356,0.0150105925,0.0012975695,0.010234513,0.000101794816],"about_ca_topic_score_codex":0.0013975133,"about_ca_topic_score_gemma":0.0028788368,"teacher_disagreement_score":0.011274756,"about_ca_system_score_codex":0.0009941439,"about_ca_system_score_gemma":0.003517878,"threshold_uncertainty_score":0.059627295},"labels":[],"label_agreement":null},{"id":"W3142767358","doi":"10.1111/bjet.13065","title":"Never‐ending repetitiveness, sadness, loss, and “juggling with a blindfold on:” Lived experiences of Canadian college and university faculty members during the COVID‐19 pandemic","year":2021,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"COVID-19 and Mental Health","field":"Psychology","cited_by":80,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Royal Roads University","funders":"Social Sciences and Humanities Research Council of Canada; Canada Research Chairs","keywords":"Sadness; Pandemic; Coronavirus disease 2019 (COVID-19); Psychology; Lived experience; Pedagogy; Medical education; Hermeneutic phenomenology; Sociology; Medicine; Social psychology; Psychoanalysis","score_opus":0.053233120288062305,"score_gpt":0.34883975390711514,"score_spread":0.2956066336190528,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3142767358","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":[0.982427,0.0015705178,0.0005163744,0.0052908612,0.00021860644,0.000059917475,0.00014993483,0.00003563279,0.009731188],"genre_scores_gemma":[0.9963362,0.00066703197,0.00017667896,0.0009824317,0.00004297957,0.00002692688,0.000036510046,0.00002386891,0.0017073657],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9910193,0.0034271984,0.00020035141,0.0004619199,0.0014174974,0.0034736875],"domain_scores_gemma":[0.98728883,0.0030259704,0.0012597982,0.00038781945,0.002014298,0.0060232463],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0059042834,0.0007491594,0.0010338397,0.0016228806,0.040750585,0.009391073,0.0031278532,0.0029380487,0.0031583284],"category_scores_gemma":[0.014820095,0.00068358023,0.00058314233,0.002317094,0.030004874,0.0038804028,0.011802904,0.005348378,0.00030602913],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000025175315,0.00000972907,0.0034184593,0.000035168225,0.0000049798728,0.0004979078,0.9923947,0.00002320285,0.0003474848,0.00035852334,0.0010809522,0.001803754],"study_design_scores_gemma":[0.0000012305563,0.000015381347,0.0019496338,0.00004602869,0.0000027637423,0.00015542151,0.99136156,0.00001170821,0.00008137252,0.00004387345,0.0063133924,0.000017766097],"about_ca_topic_score_codex":0.62236816,"about_ca_topic_score_gemma":0.7651841,"teacher_disagreement_score":0.96967965,"about_ca_system_score_codex":0.030320337,"about_ca_system_score_gemma":0.038878758,"threshold_uncertainty_score":0.75971156},"labels":[],"label_agreement":null},{"id":"W3159340622","doi":"10.1111/bjet.13097","title":"Inquiring tweets want to know: #Edchat supports for #RemoteTeaching during COVID‐19","year":2021,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Online and Blended Learning","field":"Social Sciences","cited_by":71,"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":"College of Engineering, Michigan State University; Michigan State University","keywords":"Social media; Promotion (chess); Professional development; Sociology; Professional learning community; Social studies; Psychology; Public relations; Pedagogy; Computer science; Political science; World Wide Web","score_opus":0.018855634491140624,"score_gpt":0.3639876947199722,"score_spread":0.3451320602288316,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3159340622","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":[0.908008,0.0006864819,0.002061565,0.0148261655,0.0005021844,0.00018019219,0.0025224832,0.00031523916,0.07089779],"genre_scores_gemma":[0.979597,0.0005962145,0.0014440842,0.0017056641,0.000113389695,0.00020191704,0.0007717929,0.00009341585,0.0154766],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9988865,0.00045353678,0.00006648524,0.00015111167,0.00020771676,0.00023477692],"domain_scores_gemma":[0.9917184,0.0043465984,0.0013241959,0.0003129916,0.00088010344,0.0014177293],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015409361,0.00021242627,0.00024565132,0.00068536855,0.0037573443,0.002901306,0.0005193024,0.000840331,0.015635295],"category_scores_gemma":[0.012588072,0.00023702455,0.00020355504,0.00061676843,0.0010671741,0.004166015,0.003472081,0.0014663152,0.003028974],"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":[0.0004033267,0.00032321355,0.1982629,0.0011945161,0.000049925202,0.0014269666,0.57915914,0.00020788444,0.0049957614,0.0044018473,0.058376964,0.1511975],"study_design_scores_gemma":[0.000018898032,0.00016283146,0.09720185,0.00050214847,0.000038206832,0.00031972455,0.6954192,0.0004925937,0.0014735071,0.0011514135,0.20315258,0.00006709282],"about_ca_topic_score_codex":0.011440293,"about_ca_topic_score_gemma":0.03564447,"teacher_disagreement_score":0.015635295,"about_ca_system_score_codex":0.0016959816,"about_ca_system_score_gemma":0.0011807767,"threshold_uncertainty_score":0.05230522},"labels":[],"label_agreement":null},{"id":"W3163485689","doi":"10.1111/bjet.13122","title":"Creating technology‐enabled lifelong learning: A heutagogical approach","year":2021,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Educational Leadership and Innovation","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":false,"ca_institutions":"Athabasca University; Université de Sherbrooke; University of Calgary","funders":"","keywords":"Lifelong learning; Experiential learning; Blended learning; Educational technology; Computer science; Synchronous learning; Competence (human resources); Context (archaeology); Learning sciences; Active learning (machine learning); Instructional design; Cooperative learning; Knowledge management; Pedagogy; Teaching method; Psychology; Multimedia; Artificial intelligence","score_opus":0.03444393188524944,"score_gpt":0.33111131320484527,"score_spread":0.2966673813195958,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3163485689","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":[0.13176918,0.075087756,0.2495545,0.16315253,0.0038234438,0.0026687027,0.00013274701,0.000285426,0.37352574],"genre_scores_gemma":[0.8606527,0.027312735,0.0727313,0.014717395,0.0004036895,0.001383083,0.000052286963,0.00007926941,0.022667576],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.97111547,0.024904298,0.000592361,0.00070976827,0.0018010279,0.0008771234],"domain_scores_gemma":[0.98256356,0.012386567,0.00063472526,0.0011382406,0.0020131734,0.0012638039],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.017319642,0.00062204583,0.00058627565,0.006040429,0.006359806,0.0135664,0.0022991376,0.0033315748,0.0048743836],"category_scores_gemma":[0.016372772,0.00038626074,0.0008517243,0.0025890737,0.025333665,0.015530016,0.018108737,0.005316742,0.0006038898],"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":[0.000055298708,0.00017499355,0.0016131534,0.0034099657,0.00006444944,0.00093670876,0.1716525,0.0006526471,0.0011380583,0.6456037,0.006778148,0.16792034],"study_design_scores_gemma":[0.000025585265,0.00019380513,0.0014407939,0.008742311,0.00005721645,0.0012856263,0.30870077,0.00083827483,0.0016749994,0.22201012,0.454959,0.00007140192],"about_ca_topic_score_codex":0.0015111609,"about_ca_topic_score_gemma":0.0038846645,"teacher_disagreement_score":0.017319642,"about_ca_system_score_codex":0.009806209,"about_ca_system_score_gemma":0.0126240635,"threshold_uncertainty_score":0.09159607},"labels":[],"label_agreement":null},{"id":"W3202681787","doi":"10.1111/bjet.13169","title":"COVID‐19 as the tipping point for integrating e‐assessment in higher education practices","year":2021,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Student Assessment and Feedback","field":"Social Sciences","cited_by":102,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Sherbrooke","funders":"Université de Sherbrooke","keywords":"Tipping point (physics); Coronavirus disease 2019 (COVID-19); 2019-20 coronavirus outbreak; Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2); Higher education; Medicine; Virology; Economics; Engineering; Economic growth","score_opus":0.0578890967993076,"score_gpt":0.4468809123947186,"score_spread":0.388991815595411,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3202681787","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":[0.7248818,0.0025396333,0.038794316,0.14231977,0.0010985716,0.000550095,0.000058683174,0.00026462902,0.08949249],"genre_scores_gemma":[0.98790073,0.00030529703,0.006508812,0.003069345,0.00005537557,0.00009012926,0.00001487359,0.00003253478,0.0020228266],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.8991832,0.07838005,0.0035172387,0.0027037936,0.010239988,0.0059756893],"domain_scores_gemma":[0.90744543,0.05777471,0.007621267,0.005344026,0.009152693,0.0126618855],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.058114823,0.00043320737,0.0006505613,0.0017385854,0.014387872,0.015148496,0.0029179854,0.0061603296,0.0054805866],"category_scores_gemma":[0.0688181,0.0006909842,0.00065911224,0.0015724914,0.028426265,0.014345482,0.034457672,0.010926732,0.0006516923],"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":[0.00007367213,0.00018764565,0.010820663,0.00042054788,0.000014713755,0.0019085794,0.87592524,0.0004338141,0.001836347,0.052769057,0.004465989,0.05114376],"study_design_scores_gemma":[0.000013307246,0.00015897425,0.0046791174,0.0013361293,0.0000067805886,0.0007747915,0.8623982,0.0008033165,0.00080402545,0.017372815,0.11156589,0.0000867246],"about_ca_topic_score_codex":0.004379637,"about_ca_topic_score_gemma":0.0043530473,"teacher_disagreement_score":0.058114823,"about_ca_system_score_codex":0.013649246,"about_ca_system_score_gemma":0.018666854,"threshold_uncertainty_score":0.30734426},"labels":[],"label_agreement":null},{"id":"W4212885937","doi":"10.1111/bjet.13205","title":"An exploration of instructors' and students' perspectives on remote delivery of courses during the COVID‐19 pandemic","year":2022,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"COVID-19 and Mental Health","field":"Psychology","cited_by":71,"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 Guelph-Humber","funders":"","keywords":"Coronavirus disease 2019 (COVID-19); Flexibility (engineering); Asynchronous learning; Thematic analysis; Asynchronous communication; Distance education; Pandemic; Online learning; Medical education; Computer science; Educational technology; Psychology; Blended learning; Mathematics education; Multimedia; Qualitative research; Teaching method; Synchronous learning; Medicine; Sociology; Cooperative learning","score_opus":0.05742464087629183,"score_gpt":0.42296595037637275,"score_spread":0.3655413095000809,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4212885937","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":[0.9814534,0.0004906911,0.0016041384,0.006651763,0.00021219191,0.00006304851,0.000056496694,0.000039868693,0.009428343],"genre_scores_gemma":[0.99379045,0.0005079818,0.00065694394,0.0014146103,0.00007585635,0.00006525173,0.000027081534,0.00003531667,0.003426522],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98745584,0.009099467,0.0002495728,0.00052164117,0.0010702703,0.001603324],"domain_scores_gemma":[0.9822458,0.009295955,0.0016380819,0.00034177545,0.0014912643,0.0049870606],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008772098,0.00036334372,0.00042704077,0.0008636786,0.006657563,0.0056794863,0.001561779,0.0020101795,0.0053011305],"category_scores_gemma":[0.019747054,0.000351249,0.00048200088,0.0006063276,0.0038662697,0.0037335502,0.0057714675,0.0034383019,0.00073882454],"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":[0.00007123662,0.0002943342,0.011483076,0.00022440057,0.000009892174,0.0018372729,0.95031154,0.000113009715,0.0019425189,0.00125664,0.0043811775,0.028074909],"study_design_scores_gemma":[0.0000075529674,0.0002558053,0.0060044755,0.00019725597,0.000006957097,0.00036304325,0.97505784,0.00014613944,0.00039843726,0.00020657608,0.017329384,0.000026444712],"about_ca_topic_score_codex":0.0027604932,"about_ca_topic_score_gemma":0.0061563053,"teacher_disagreement_score":0.008772098,"about_ca_system_score_codex":0.0029139677,"about_ca_system_score_gemma":0.003238602,"threshold_uncertainty_score":0.046391904},"labels":[],"label_agreement":null},{"id":"W4213326131","doi":"10.1111/bjet.13194","title":"You escaped! How did you learn during gameplay?","year":2022,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Educational Games and Gamification","field":"Psychology","cited_by":39,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Holland College","funders":"","keywords":"Debriefing; Immersion (mathematics); Psychology; Educational game; Narrative; Usability; Mathematics education; Game based learning; Game design; Pedagogy; Multimedia; Computer science; Human–computer interaction; Social psychology","score_opus":0.013356600146920028,"score_gpt":0.28782384534901456,"score_spread":0.27446724520209453,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4213326131","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":[0.95028657,0.00068087806,0.025177019,0.0016374589,0.00018378877,0.00022614426,0.00015845668,0.00033547054,0.021314183],"genre_scores_gemma":[0.9799509,0.00047915964,0.012053738,0.00040825285,0.00003249046,0.00024949238,0.00011352893,0.00006391796,0.00664856],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99739397,0.0016083571,0.0001063739,0.0002345594,0.00039692395,0.00025986345],"domain_scores_gemma":[0.99433714,0.0035028262,0.00056960434,0.00025945844,0.0005818475,0.0007491693],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024716894,0.00048815508,0.00038324393,0.00040671206,0.00061866123,0.0027975757,0.0007212627,0.00046664762,0.0040373662],"category_scores_gemma":[0.010486197,0.00017988952,0.0005018832,0.0002065018,0.0012350213,0.0019293112,0.0017042056,0.0011143994,0.0011222301],"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":[0.0018929429,0.0035100426,0.15775748,0.0026196206,0.0003965047,0.0019052775,0.21341348,0.0029017497,0.040998574,0.012222702,0.02538576,0.5369959],"study_design_scores_gemma":[0.0003488352,0.009865231,0.24771948,0.002865419,0.00047710913,0.0059439545,0.338845,0.013316094,0.036807783,0.026029512,0.31703886,0.00074270566],"about_ca_topic_score_codex":0.00045662635,"about_ca_topic_score_gemma":0.00090140855,"teacher_disagreement_score":0.0040373662,"about_ca_system_score_codex":0.00045965015,"about_ca_system_score_gemma":0.00036255794,"threshold_uncertainty_score":0.013506353},"labels":[],"label_agreement":null},{"id":"W4214606136","doi":"10.1111/bjet.13206","title":"How student perceptions about online learning difficulty influenced their satisfaction during Canada's Covid‐19 response","year":2022,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Online and Blended Learning","field":"Social Sciences","cited_by":170,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Dalhousie University","funders":"Dalhousie University","keywords":"Psychology; Higher education; Context (archaeology); Distance education; Information overload; Asynchronous learning; Perception; Asynchronous communication; Coronavirus disease 2019 (COVID-19); Educational technology; Blended learning; Synchronous learning; Mathematics education; Teaching method; Cooperative learning; Computer science; Medicine; World Wide Web","score_opus":0.011182004650044241,"score_gpt":0.3168097942877532,"score_spread":0.3056277896377089,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4214606136","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":[0.998104,0.000023404562,0.00003724864,0.0002149831,0.000010432596,0.000024445057,0.000248934,0.0000066890725,0.001329832],"genre_scores_gemma":[0.99835473,0.000035925477,0.000054233235,0.00007262082,0.0000040872224,0.000018188324,0.00014758593,0.0000037991592,0.0013088208],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9979845,0.00025590192,0.00012943136,0.00014363849,0.00078515365,0.00070122647],"domain_scores_gemma":[0.9845248,0.0018850971,0.0025167032,0.00031411243,0.005013388,0.0057459627],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019059932,0.00018496384,0.00036289354,0.0007851289,0.0026065228,0.0033906726,0.0008058793,0.0005925676,0.005695863],"category_scores_gemma":[0.011565244,0.00016539867,0.0005701046,0.0010999547,0.0009628948,0.0006508525,0.0012998391,0.0012547827,0.0005733813],"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":[0.00021648197,0.0005448448,0.96489066,0.000042912983,0.00002761759,0.00010895731,0.01650105,0.00018679273,0.00040027444,0.000090281756,0.0015047428,0.015485323],"study_design_scores_gemma":[0.0000059819363,0.0002317714,0.96336734,0.000034369903,0.000012118349,0.000017707942,0.033757195,0.00044639545,0.000236046,0.000026502781,0.0018339478,0.000030650608],"about_ca_topic_score_codex":0.6604563,"about_ca_topic_score_gemma":0.72385263,"teacher_disagreement_score":0.3395437,"about_ca_system_score_codex":0.009170545,"about_ca_system_score_gemma":0.01198802,"threshold_uncertainty_score":0.68308663},"labels":[],"label_agreement":null},{"id":"W4214816390","doi":"10.1111/bjet.13211","title":"Virtually the same?: Online higher education in the post Covid‐19 era","year":2022,"lang":"en","type":"editorial","venue":"British Journal of Educational Technology","topic":"Online Learning and Analytics","field":"Computer Science","cited_by":60,"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":"Higher education; Pandemic; Face (sociological concept); Political science; Coronavirus disease 2019 (COVID-19); Section (typography); Sociology; Public relations; Library science; Media studies; Pedagogy; Social science; Computer science; Medicine; Law","score_opus":0.008850889809880212,"score_gpt":0.310321495329337,"score_spread":0.3014706055194568,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4214816390","genre_codex":"commentary","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.008351944,0.13542444,0.0004963677,0.746493,0.07493784,0.000059163605,0.0004683564,0.00007620935,0.033692732],"genre_scores_gemma":[0.18182355,0.23695563,0.0018882924,0.4472379,0.08738356,0.00025539516,0.0010404082,0.0003232321,0.043092024],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99216753,0.0028761367,0.00066160166,0.00070341746,0.002493853,0.001097445],"domain_scores_gemma":[0.97993785,0.008467888,0.0030809785,0.00095826865,0.0032024856,0.004352619],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0075536654,0.00023898312,0.0006921732,0.0025822816,0.0032695928,0.01964135,0.0012436475,0.007339483,0.030332133],"category_scores_gemma":[0.02640043,0.00031145682,0.00065669254,0.005091669,0.005268661,0.035061993,0.0074412376,0.0065697557,0.0047611636],"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":[0.00012545669,0.000090330665,0.0029981167,0.0037999016,0.00004794059,0.0005657379,0.011805624,0.000047953672,0.0003509147,0.066287234,0.74582577,0.16805504],"study_design_scores_gemma":[0.000011052386,0.000042050204,0.006245278,0.003175097,0.0000122315905,0.00044255337,0.012152104,0.000027589984,0.00010264333,0.0059619267,0.97179204,0.00003543705],"about_ca_topic_score_codex":0.0038117878,"about_ca_topic_score_gemma":0.0066842376,"teacher_disagreement_score":0.030332133,"about_ca_system_score_codex":0.0037964748,"about_ca_system_score_gemma":0.00542304,"threshold_uncertainty_score":0.10147107},"labels":[],"label_agreement":null},{"id":"W4220975170","doi":"10.1111/bjet.13213","title":"Why this app? How parents choose good educational apps from app stores","year":2022,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Child Development and Digital Technology","field":"Social Sciences","cited_by":20,"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","keywords":"Download; Psychology; App store; Value (mathematics); Quality (philosophy); Internet privacy; World Wide Web; Medical education; Computer science; Multimedia; Medicine","score_opus":0.013066225552160225,"score_gpt":0.2729408485650304,"score_spread":0.2598746230128702,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4220975170","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":[0.9398493,0.0035997825,0.0049976027,0.017018324,0.00027502468,0.00019879213,0.00022705177,0.000144711,0.033689335],"genre_scores_gemma":[0.9708458,0.004526369,0.008743009,0.0031625603,0.00005397647,0.00018788126,0.00015686467,0.000075447824,0.012248161],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99778724,0.001228124,0.0001169956,0.00016184858,0.0005231619,0.00018262738],"domain_scores_gemma":[0.991715,0.005807292,0.0005936527,0.00024207056,0.0011195684,0.00052235683],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0039416216,0.00024996122,0.0002500742,0.0006825767,0.0015861434,0.004346604,0.00067529496,0.0012189901,0.0062976647],"category_scores_gemma":[0.022637907,0.0004009123,0.0003924153,0.00046039585,0.00085421005,0.0042258347,0.0012633951,0.0011383118,0.0013861563],"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":[0.00017291869,0.00048231593,0.14271545,0.0010080762,0.00006524856,0.005783989,0.43100938,0.000139738,0.0026782274,0.0043611634,0.042543143,0.36904043],"study_design_scores_gemma":[0.000038201983,0.000442908,0.07516254,0.0026013467,0.0001658923,0.0049066492,0.73556244,0.0007762868,0.0019082475,0.0047923103,0.17350893,0.00013424212],"about_ca_topic_score_codex":0.0030170584,"about_ca_topic_score_gemma":0.005955666,"teacher_disagreement_score":0.0062976647,"about_ca_system_score_codex":0.0007691299,"about_ca_system_score_gemma":0.0010079733,"threshold_uncertainty_score":0.021067858},"labels":[],"label_agreement":null},{"id":"W4221021402","doi":"10.1111/bjet.13212","title":"The post‐COVID‐19 future of digital learning in higher education: Views from educators, students, and other professionals in six countries","year":2022,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"COVID-19 and Mental Health","field":"Psychology","cited_by":179,"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":"Respondent; Blended learning; Pandemic; Higher education; Coronavirus disease 2019 (COVID-19); Distance education; Psychology; Skepticism; Medical education; Educational technology; Mathematics education; Pedagogy; Political science; Medicine","score_opus":0.036184309578108205,"score_gpt":0.4200339547453573,"score_spread":0.3838496451672491,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4221021402","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":[0.9920968,0.00060211384,0.000107085696,0.0041970136,0.000040537332,0.00001045061,0.000030119621,0.000002147626,0.002913802],"genre_scores_gemma":[0.99745244,0.00072261406,0.00005640471,0.0011915675,0.000017624287,0.000007885993,0.000016577183,0.0000018021934,0.00053301227],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9963953,0.0019497969,0.00021915018,0.00017766593,0.0003751283,0.00088305224],"domain_scores_gemma":[0.9887299,0.0052108383,0.0018993045,0.0002701837,0.0010732601,0.0028164743],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007166021,0.00023480314,0.00030825342,0.001128676,0.003992889,0.0056907265,0.0005570371,0.0018605933,0.0028409462],"category_scores_gemma":[0.009535825,0.00037347738,0.00029869654,0.0011927714,0.0036126543,0.0033034852,0.0052555874,0.0029447204,0.00028353036],"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":[0.00012336855,0.00012316565,0.26064754,0.00040536685,0.00003147229,0.0013383161,0.70261127,0.0001671829,0.0012252734,0.0030050233,0.002356289,0.027965778],"study_design_scores_gemma":[0.0000029975467,0.00007650596,0.025925545,0.000171265,0.000004566439,0.00024752168,0.9671077,0.000043045602,0.0001676204,0.00014053991,0.006097694,0.000014919596],"about_ca_topic_score_codex":0.0038351368,"about_ca_topic_score_gemma":0.0052064084,"teacher_disagreement_score":0.007166021,"about_ca_system_score_codex":0.0016401527,"about_ca_system_score_gemma":0.0021231107,"threshold_uncertainty_score":0.037898004},"labels":[],"label_agreement":null},{"id":"W4229456833","doi":"10.1111/bjet.13232","title":"Teachers' trust in <scp>AI</scp> ‐powered educational technology and a professional development program to improve it","year":2022,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Online Learning and Analytics","field":"Computer Science","cited_by":446,"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":"Azrieli Foundation","keywords":"Professional development; Psychology; Educational technology; Computer science; Mathematics education; Pedagogy","score_opus":0.0069707091490903116,"score_gpt":0.2986372079026554,"score_spread":0.2916664987535651,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4229456833","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":[0.97472703,0.00015074709,0.0049621407,0.0033324168,0.000024266756,0.00012285163,0.000012623693,0.000085747255,0.016582172],"genre_scores_gemma":[0.9979978,0.000049710245,0.0010462246,0.00009037024,0.0000025174093,0.00003241999,0.0000042320767,0.0000054485313,0.0007711903],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.97986114,0.013592973,0.00082084344,0.0009776604,0.0034349202,0.0013125144],"domain_scores_gemma":[0.91968966,0.046089184,0.01092722,0.005275131,0.008841814,0.009176971],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013684399,0.0001854721,0.00030629884,0.0008252564,0.0026745624,0.0049799914,0.0007291829,0.0012296641,0.0033609106],"category_scores_gemma":[0.057515115,0.0004280307,0.0003281732,0.0004061193,0.002412244,0.0026418513,0.0035060318,0.002014394,0.000657014],"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":[0.0004089303,0.004459577,0.20399547,0.00079552707,0.000078219586,0.0013806659,0.55976146,0.0017251115,0.011398609,0.0126034515,0.009069367,0.19432366],"study_design_scores_gemma":[0.00033760307,0.0031932646,0.31611913,0.0014974631,0.0001926641,0.001266093,0.50853485,0.019958124,0.013673923,0.011042787,0.12388196,0.0003021156],"about_ca_topic_score_codex":0.0059557674,"about_ca_topic_score_gemma":0.0061115324,"teacher_disagreement_score":0.013684399,"about_ca_system_score_codex":0.0037130797,"about_ca_system_score_gemma":0.005427826,"threshold_uncertainty_score":0.07237095},"labels":[],"label_agreement":null},{"id":"W4231332475","doi":"10.1111/bjet.12006_2","title":"Burge, Elizabeth et al ed (2011) Flexible pedagogy, flexible practiceAthabasca U Press (Edmonton, Canada) <scp>isbn</scp> 978‐1‐926836‐20‐1 348 pp CDN$34.95 (download free of charge) http://www.aupress.ca/index.php/books/120203","year":2012,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Online and Blended Learning","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":"Download; Globe; Flexibility (engineering); Library science; Sociology; Pedagogy; Media studies; Psychology; Management; World Wide Web; Computer science; Economics","score_opus":0.01914979865974038,"score_gpt":0.3258336443523611,"score_spread":0.30668384569262075,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4231332475","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":[0.0007786837,0.69575566,0.0023086548,0.030371534,0.0205488,0.000070991526,0.00039773775,0.0002562867,0.24951164],"genre_scores_gemma":[0.0061460286,0.45096144,0.0021330288,0.0055259475,0.0014282573,0.00006979525,0.0003752598,0.00011444298,0.5332458],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9995703,0.00004632536,0.000021550773,0.000036141624,0.00027482244,0.000050878163],"domain_scores_gemma":[0.99939394,0.00016819387,0.00003156938,0.000026710484,0.00025003662,0.0001295378],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007414663,0.00058480876,0.0005660998,0.0011362014,0.0012686434,0.004243948,0.00071308925,0.00185095,0.058078405],"category_scores_gemma":[0.0021158967,0.00041676676,0.00043642215,0.0021671073,0.00076935237,0.002668091,0.001341432,0.0025089623,0.026803939],"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":[0.00001006564,0.000011771909,0.00018157062,0.0003350326,0.0000034068134,0.00013526889,0.00042782724,0.00004228572,0.000088969144,0.0021789016,0.77942425,0.21716058],"study_design_scores_gemma":[0.0000020137334,0.000004900165,0.0005208196,0.00054362806,0.000003549981,0.00052023033,0.00035497255,0.000012300877,0.000030192514,0.0009071261,0.99709606,0.0000042107085],"about_ca_topic_score_codex":0.019039594,"about_ca_topic_score_gemma":0.06663899,"teacher_disagreement_score":0.058078405,"about_ca_system_score_codex":0.001398362,"about_ca_system_score_gemma":0.0038494512,"threshold_uncertainty_score":0.19429165},"labels":[],"label_agreement":null},{"id":"W4232772984","doi":"10.1111/bjet.12025_4","title":"Glennie, Jenny et al ed (2012) Open educational resources and change in higher educationCommonwealth of learning (Vancouver) <scp>isbn</scp> 978‐1‐894975‐53‐7 291 pp <scp>cdn</scp> $12 (or free download) http://www.col.org/resources/publications/Pages/detail.aspx?PID=412","year":2013,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Open Education and E-Learning","field":"Computer Science","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":"Open educational resources; Government (linguistics); Educational resources; Resource (disambiguation); Political science; Sociology; Pedagogy; Engineering ethics; Computer science; Engineering; Philosophy","score_opus":0.030082401374850024,"score_gpt":0.2883437235908444,"score_spread":0.2582613222159944,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4232772984","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":[0.0015018847,0.44513535,0.0017540274,0.086613774,0.020673335,0.000077556084,0.00043666174,0.00023406725,0.4435733],"genre_scores_gemma":[0.0067488533,0.20657434,0.0010700158,0.008442175,0.0013214003,0.000037670772,0.00024254221,0.00008816441,0.7754749],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99936634,0.00008592969,0.00002679087,0.000057123285,0.000377377,0.000086371874],"domain_scores_gemma":[0.99932146,0.00019733758,0.000033315933,0.000028971564,0.00024800518,0.00017089941],"candidate_categories":["open_science"],"consensus_categories":[],"category_scores_codex":[0.000860041,0.00048710365,0.00039236483,0.0009590197,0.0018262297,0.0058548017,0.0006072347,0.002393339,0.052452683],"category_scores_gemma":[0.0022624657,0.00041673717,0.00032836662,0.002021303,0.0010050553,0.0034476472,0.0018002121,0.0023313619,0.019423766],"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":[0.000005115325,0.000010662615,0.00021049667,0.00019265153,0.0000019316997,0.000069006855,0.00062412425,0.000029278588,0.00005711199,0.003463,0.84169257,0.15364414],"study_design_scores_gemma":[8.785668e-7,0.00000285881,0.00046097333,0.0002990663,0.0000016511381,0.00011278161,0.00056640967,0.0000074638738,0.000021567632,0.0008181451,0.9977054,0.0000027531896],"about_ca_topic_score_codex":0.029455012,"about_ca_topic_score_gemma":0.1340224,"teacher_disagreement_score":0.99939275,"about_ca_system_score_codex":0.0027491627,"about_ca_system_score_gemma":0.004881376,"threshold_uncertainty_score":0.17547172},"labels":[],"label_agreement":null},{"id":"W4235990522","doi":"10.1111/bjet.12370","title":"Farber, Matthew (2015) Gamify your classroom. Peter Lang (New York &amp; Bern) isbn 978‐1‐4331‐2670‐3 263 pp £25 http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&amp;seitentyp=produkt&amp;pk=80594","year":2015,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Educational Games and Gamification","field":"Psychology","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 Alberta","funders":"","keywords":"Event (particle physics); Index (typography); Media studies; Sociology; Humanities; Psychology; Computer science; Art; World Wide Web","score_opus":0.049049568074857386,"score_gpt":0.33416189948948066,"score_spread":0.2851123314146233,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4235990522","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":[0.0015690888,0.5694352,0.010524408,0.037871815,0.008702691,0.00011450871,0.00075612805,0.0012385399,0.36978763],"genre_scores_gemma":[0.0114169195,0.24973802,0.01117132,0.004709509,0.00080939167,0.00012063178,0.0004342405,0.0005445108,0.7210554],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99976355,0.000035327634,0.00001590966,0.000042144045,0.00012023183,0.000022919068],"domain_scores_gemma":[0.9995766,0.00020093971,0.000028495697,0.000018457587,0.000113865884,0.000061577186],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006551757,0.0011211626,0.00061022205,0.0011311064,0.0009838969,0.0036833824,0.0005955067,0.0017648427,0.08347262],"category_scores_gemma":[0.0016104892,0.0007566967,0.00032921767,0.0010100915,0.0008596301,0.0059967358,0.0013228303,0.002841619,0.058616962],"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":[0.000015553089,0.00001884291,0.00011541954,0.00029281713,0.0000041603594,0.000051263833,0.00045550228,0.00007404441,0.00019059399,0.006519753,0.7617456,0.23051651],"study_design_scores_gemma":[0.000003465784,0.000013181916,0.00050621136,0.0005782635,0.0000045327965,0.00019188822,0.0003846498,0.00006279673,0.000091111055,0.0031679245,0.99498785,0.00000810042],"about_ca_topic_score_codex":0.0047731404,"about_ca_topic_score_gemma":0.013619541,"teacher_disagreement_score":0.08347262,"about_ca_system_score_codex":0.00077169575,"about_ca_system_score_gemma":0.0010455044,"threshold_uncertainty_score":0.2792437},"labels":[],"label_agreement":null},{"id":"W4239468369","doi":"10.1111/j.1467-8535.2012.01378.x","title":"Butcher, Neil (2011) A basic guide to open educational resources Commonwealth of learning (Vancouver) <scp>isbn</scp> 978‐1‐894975‐41‐4 133 pp CDN$12 (free download) http://www.col.org/resources/publications/Pages/detail.aspx?PID=357 <b>Commonwealth of learning</b> (2011) Guidelines for open educational resources in higher educationCommonwealth of learning (Vancouver) <scp>isbn</scp> 978‐1‐894975‐42‐1 22 pp + dvd CDN$12 (free download) http://www.col.org/resources/publications/Pages/detail.aspx?PID=364","year":2012,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Open Education and E-Learning","field":"Computer Science","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":"Open educational resources; Download; Commonwealth; Educational resources; Butcher; Open education; Library science; World Wide Web; Sociology; Computer science; Political science; Pedagogy; Law","score_opus":0.048471980990133,"score_gpt":0.31998080583172966,"score_spread":0.27150882484159666,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4239468369","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":[0.0009807271,0.12520516,0.0050992663,0.056372207,0.010054827,0.00036245232,0.00430541,0.0019262517,0.7956937],"genre_scores_gemma":[0.001517284,0.028348368,0.0018992693,0.0033962803,0.00023217587,0.00006951009,0.0009519304,0.00033339206,0.9632519],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9991922,0.000070861155,0.00005303734,0.00010231652,0.0004580307,0.00012366599],"domain_scores_gemma":[0.998594,0.00022913257,0.000039256116,0.000059860424,0.00075007544,0.00032762214],"candidate_categories":["open_science"],"consensus_categories":[],"category_scores_codex":[0.0010968904,0.00079102145,0.0006491375,0.0020264024,0.003382944,0.0058956724,0.0009863137,0.0028794445,0.19402088],"category_scores_gemma":[0.0029729316,0.00093608745,0.00033934807,0.002936385,0.000780456,0.006733665,0.0019724362,0.0036401022,0.20143245],"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":[0.0000037440634,0.0000071356903,0.0000498127,0.000066491375,5.829779e-7,0.000025719433,0.00013541219,0.000015621568,0.00007890648,0.0014946577,0.9312739,0.06684797],"study_design_scores_gemma":[7.491516e-7,0.0000019877925,0.00015575976,0.00009563008,4.418212e-7,0.000034478842,0.00009089155,0.0000058562646,0.000021161384,0.00023837798,0.9993517,0.0000030283982],"about_ca_topic_score_codex":0.07367788,"about_ca_topic_score_gemma":0.21606915,"teacher_disagreement_score":0.99901366,"about_ca_system_score_codex":0.0036616554,"about_ca_system_score_gemma":0.008144125,"threshold_uncertainty_score":0.64906454},"labels":[],"label_agreement":null},{"id":"W4241348767","doi":"10.1111/bjet.12127","title":"Daniel, John &amp; Uvalić‐Trumbić, Stamenka ed (2013) A guide to quality in online learning. Contact North (Ontario, Canada) No <scp>isbn</scp> 28 pp Free download http://www.contactnorth.ca/tips‐tools/guide‐quality‐online‐learning","year":2014,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Online and Blended Learning","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":"Download; Online learning; Computer science; Quality (philosophy); Order (exchange); Library science; World Wide Web; Multimedia; Media studies; Sociology; Business; Philosophy","score_opus":0.01875548957781964,"score_gpt":0.31876469171449445,"score_spread":0.3000092021366748,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4241348767","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":[0.0015201598,0.6581483,0.013725331,0.035694852,0.011271949,0.00023362481,0.0027337184,0.00088117464,0.27579084],"genre_scores_gemma":[0.0072657308,0.51244426,0.015897555,0.005832522,0.0009056424,0.00017159368,0.0009845761,0.000474953,0.4560232],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9996038,0.000054656764,0.000037242724,0.00003849532,0.00023751488,0.000028214858],"domain_scores_gemma":[0.9987191,0.00053339166,0.000075406526,0.000045532957,0.0004775926,0.00014914027],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00080420356,0.0006419613,0.00054614997,0.0022405526,0.00088564586,0.0034472619,0.0009412738,0.0013263286,0.04321272],"category_scores_gemma":[0.003573238,0.0006029305,0.0003618149,0.0028354996,0.0007212607,0.0034114106,0.00093179534,0.002096153,0.030250221],"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":[0.000009261074,0.00002308697,0.00020518893,0.0005864413,0.000004576623,0.0000950731,0.00045131863,0.00005723979,0.00014476897,0.002811672,0.7118142,0.28379717],"study_design_scores_gemma":[0.0000014047837,0.0000035330306,0.00023391201,0.00035651392,0.0000025964616,0.00021159212,0.00013107517,0.000019109055,0.000070819486,0.0007899102,0.9981761,0.0000033955055],"about_ca_topic_score_codex":0.010925949,"about_ca_topic_score_gemma":0.0335495,"teacher_disagreement_score":0.98907405,"about_ca_system_score_codex":0.0010395343,"about_ca_system_score_gemma":0.0034075542,"threshold_uncertainty_score":0.14456093},"labels":[],"label_agreement":null},{"id":"W4241391526","doi":"10.1111/bjet.12260_2","title":"Hokanson, Brad &amp; Gibbons, Andrew ed (2013) Design in educational technologySpringer (Berlin) isbn 978‐3‐319‐00926‐1 283 pp £90 http://www.springer.com/education+%26+language/learning+%26+instruction/book/978‐3‐319‐00926‐1","year":2015,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Innovative Educational Technologies","field":"Computer Science","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":"Cape Breton University","funders":"","keywords":"Learning design; Sociology; Field (mathematics); Media studies; Library science; Mathematics education; Computer science; Psychology; Mathematics","score_opus":0.02085246959038153,"score_gpt":0.28360829788094205,"score_spread":0.26275582829056054,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4241391526","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":[0.001568259,0.6013833,0.01899465,0.02216436,0.0098072095,0.00018875717,0.0013561541,0.0009102547,0.3436271],"genre_scores_gemma":[0.011164317,0.35821572,0.016579784,0.004247496,0.00082250504,0.00013884155,0.0007900218,0.0005565122,0.6074848],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9994954,0.00009864244,0.00003761169,0.00007094069,0.00026651705,0.00003083488],"domain_scores_gemma":[0.9989507,0.0005463367,0.00006307516,0.000054739223,0.0002897133,0.00009537727],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010174593,0.0009353497,0.00069754967,0.0016196404,0.0010847305,0.0046236482,0.00071534386,0.0018220112,0.06696876],"category_scores_gemma":[0.0023064436,0.0009641566,0.00045452235,0.0028854555,0.0012919785,0.004669214,0.0009777402,0.0017114589,0.037079282],"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":[0.00002174548,0.000017360337,0.00017456937,0.0006667669,0.000009789796,0.00006225323,0.0007273251,0.00014119771,0.00045133437,0.008813642,0.68395746,0.30495653],"study_design_scores_gemma":[0.000002730393,0.000009692093,0.00031674834,0.0004621134,0.000006701324,0.00015804608,0.00030016687,0.00003562233,0.000114799965,0.0017576058,0.99683005,0.0000057524594],"about_ca_topic_score_codex":0.0063197766,"about_ca_topic_score_gemma":0.018947706,"teacher_disagreement_score":0.06696876,"about_ca_system_score_codex":0.0012198037,"about_ca_system_score_gemma":0.002575782,"threshold_uncertainty_score":0.22403288},"labels":[],"label_agreement":null},{"id":"W4247679686","doi":"10.1111/bjet.12096_2","title":"Latchem, Colin (2012) Quality assurance toolkit for open and distance non‐formal educationCommonwealth of learning (Vancouver) isbn 978‐1‐894975‐50‐6 98 pp CDN$12 (or free download) http://www.col.org/resources/publications/Pages/detail.aspx?PID=403","year":2013,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Education Systems and Policy","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":"Download; Disadvantaged; Quality assurance; Presentation (obstetrics); Variety (cybernetics); Computer science; Quality (philosophy); Distance education; Sociology; Economic Justice; Library science; World Wide Web; Pedagogy; Political science; Artificial intelligence; Engineering; Operations management; Law; Medicine; Epistemology","score_opus":0.03513647762749214,"score_gpt":0.3509370766073174,"score_spread":0.31580059897982526,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4247679686","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":[0.002993461,0.27575752,0.0313194,0.17607452,0.011846896,0.0007156837,0.003710771,0.004735203,0.4928465],"genre_scores_gemma":[0.016074192,0.098048724,0.019669492,0.012614426,0.00067091,0.00042932876,0.0019309027,0.0013413269,0.8492207],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99623257,0.0006098747,0.00023609497,0.00028106416,0.0024146263,0.00022577465],"domain_scores_gemma":[0.99232227,0.0031458957,0.00037770031,0.0004683012,0.0030096532,0.0006762465],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004419599,0.0005587882,0.0005994753,0.001512118,0.0024252464,0.00867355,0.0011110065,0.0023855462,0.04940157],"category_scores_gemma":[0.012796722,0.0009964288,0.00032742787,0.0027796044,0.0018633158,0.0038643915,0.0020545402,0.004539074,0.036243234],"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":[0.00000973545,0.000010888099,0.00025339174,0.00021112696,0.0000014662559,0.000035031095,0.00049914804,0.000086421125,0.00016048661,0.0036693981,0.81902146,0.17604153],"study_design_scores_gemma":[0.0000015765063,0.000004442122,0.00061805034,0.00032141904,0.0000010672975,0.00005007884,0.0002300009,0.000025841686,0.000079469355,0.0010235192,0.99763656,0.000007971456],"about_ca_topic_score_codex":0.08801682,"about_ca_topic_score_gemma":0.12162276,"teacher_disagreement_score":0.08801682,"about_ca_system_score_codex":0.0056693866,"about_ca_system_score_gemma":0.010960124,"threshold_uncertainty_score":0.17500901},"labels":[],"label_agreement":null},{"id":"W4248028552","doi":"10.1111/bjet.12109","title":"Bowen, William G (2013) Higher education in the digital agePrinceton University Press (Princeton &amp; Oxford) isbn 978‐0‐691‐15930‐0 172 pp £18.95 http://press.princeton.edu/titles/10053.html","year":2013,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Higher Education Governance and Development","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 Prince Edward Island","funders":"","keywords":"Appeal; Strengths and weaknesses; Media studies; Library science; Sociology; Engineering physics; Psychology; Computer science; Political science; Engineering; Law; Social psychology","score_opus":0.01625301250253812,"score_gpt":0.27648857250135067,"score_spread":0.26023555999881254,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4248028552","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":[0.0010605678,0.6589165,0.0021495833,0.08756447,0.013400653,0.000051210463,0.00091542007,0.0002532904,0.23568839],"genre_scores_gemma":[0.015373203,0.4217802,0.0022639022,0.011460804,0.001681762,0.000039494153,0.0005569183,0.00018406879,0.54665965],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9996043,0.00005924119,0.000029565772,0.00005758337,0.00019722596,0.000052148855],"domain_scores_gemma":[0.9991665,0.00035692618,0.000054747758,0.000043696655,0.00020206805,0.00017613432],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00088570913,0.0006325961,0.0004799613,0.0012673404,0.0015919222,0.006409391,0.00066732784,0.0025816285,0.0808112],"category_scores_gemma":[0.002033424,0.0007106991,0.0002391577,0.003358008,0.001244797,0.0064420626,0.0014023822,0.0029560935,0.03481489],"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":[0.000008478529,0.0000063407088,0.00018107404,0.00020115623,0.0000027100195,0.0000251502,0.0003837086,0.000047356138,0.00008533264,0.010397464,0.89966685,0.08899438],"study_design_scores_gemma":[0.0000013192513,0.00000330466,0.0005854149,0.00038577733,0.0000024096107,0.000044036675,0.00034896896,0.000009315743,0.00003423626,0.001996138,0.99658537,0.00000358869],"about_ca_topic_score_codex":0.015812336,"about_ca_topic_score_gemma":0.056529783,"teacher_disagreement_score":0.0808112,"about_ca_system_score_codex":0.0023314897,"about_ca_system_score_gemma":0.0030746083,"threshold_uncertainty_score":0.27034038},"labels":[],"label_agreement":null},{"id":"W4248398413","doi":"10.1111/bjet.12280_4","title":"Hew, Khe Foon &amp; Cheung, Wing Sum (2014) Using blended learningSpringer (Berlin) <scp>isbn</scp> 978‐981‐287‐089‐6 120 pp £35.99 ebook (boards £44.99) http://www.springer.com/gb/book/9789812870889","year":2015,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Technology-Enhanced Education Studies","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 Alberta","funders":"","keywords":"Reading (process); Investment (military); Humanities; Art; Political science","score_opus":0.038651937440013946,"score_gpt":0.3279449904725613,"score_spread":0.2892930530325474,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4248398413","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":[0.007983753,0.2506403,0.026275933,0.052434314,0.01596699,0.00029545338,0.0012503312,0.0014008764,0.6437521],"genre_scores_gemma":[0.01469338,0.080060236,0.0070453915,0.0031777348,0.0004778821,0.00010030905,0.00036286595,0.00032245507,0.89375985],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9997812,0.000030098561,0.0000111816325,0.000028896518,0.00013157008,0.00001710262],"domain_scores_gemma":[0.9996779,0.00013917455,0.000019071398,0.000015386155,0.00008593443,0.00006260824],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00048710225,0.0003459301,0.0003634539,0.0006376551,0.0008244099,0.004078905,0.00042496176,0.0010005201,0.08284248],"category_scores_gemma":[0.0016122935,0.00029844858,0.00024371686,0.0009545503,0.0003968787,0.0044217966,0.0010359416,0.0014132175,0.037162617],"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":[0.000021760583,0.000029539775,0.00023562496,0.00033887566,0.000006213689,0.000081612045,0.0007143375,0.000058108966,0.0005937133,0.003388713,0.51703703,0.4774945],"study_design_scores_gemma":[0.000003231632,0.000014076366,0.0009593373,0.00029601724,0.0000055103974,0.00020445875,0.00075571105,0.00007020272,0.00023003091,0.0014656472,0.9959889,0.00000681212],"about_ca_topic_score_codex":0.0019660513,"about_ca_topic_score_gemma":0.006631673,"teacher_disagreement_score":0.08284248,"about_ca_system_score_codex":0.00048325816,"about_ca_system_score_gemma":0.0008004977,"threshold_uncertainty_score":0.27713567},"labels":[],"label_agreement":null},{"id":"W4250272379","doi":"10.1111/bjet.12225","title":"Dhanarajan, Gajaraj &amp; Porter, David ed (2013) Open educational resources: An Asian perspectiveCommonwealth of learning (Vancouver) isbn 978‐1‐894975‐61‐2 274 pp CDN$12 (pdf free) http://www.col.org/resources/publications/Pages/detail.aspx?PID=441","year":2014,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Open Education and E-Learning","field":"Computer Science","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":"Open educational resources; Download; Educational resources; Library science; Sociology; Media studies; Humanities; World Wide Web; Computer science; Art; Pedagogy","score_opus":0.01882483015976896,"score_gpt":0.28585766602616447,"score_spread":0.26703283586639553,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4250272379","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":[0.0027019945,0.6326122,0.0025392515,0.038571,0.005574246,0.00006227628,0.0005637244,0.0002781109,0.31709704],"genre_scores_gemma":[0.012719281,0.53797156,0.002596155,0.004007679,0.0007840576,0.000032652653,0.00032587838,0.00017242573,0.44139034],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99968505,0.000049164344,0.000017707893,0.000032978027,0.00017982509,0.000035193516],"domain_scores_gemma":[0.9994574,0.00021069932,0.00004127273,0.000017541228,0.00017064756,0.00010250807],"candidate_categories":["open_science"],"consensus_categories":[],"category_scores_codex":[0.000594161,0.0005275883,0.00044540607,0.0012718962,0.0013993757,0.005834681,0.00054607657,0.001044274,0.035634268],"category_scores_gemma":[0.0012449862,0.00036939062,0.000219295,0.0044032224,0.00096259214,0.004137731,0.00095303357,0.0016693812,0.019913934],"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":[0.000011112205,0.000018634233,0.00036836276,0.0008577688,0.0000046624605,0.000113581234,0.0025453004,0.000053839314,0.0003197923,0.01610354,0.6492851,0.33031842],"study_design_scores_gemma":[6.7875897e-7,0.0000034442917,0.0004601315,0.00036212237,0.0000024380774,0.00013462776,0.001016592,0.000011916143,0.000053972006,0.00085083593,0.99709976,0.000003556826],"about_ca_topic_score_codex":0.013650126,"about_ca_topic_score_gemma":0.04284628,"teacher_disagreement_score":0.9994539,"about_ca_system_score_codex":0.0014930236,"about_ca_system_score_gemma":0.0034670378,"threshold_uncertainty_score":0.119208515},"labels":[],"label_agreement":null},{"id":"W4250961984","doi":"10.1111/bjet.12096_4","title":"McGreal, Rory et al ed (2013) Open educational resources: Innovation, research and practiceCommonwealth of learning (Vancouver) isbn 978‐1‐894975‐62‐9 239 pp CDN$12 (free pdf or e‐book) http://www.col.org/resources/publications/Pages/detail.aspx?PID=446","year":2013,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Open Education and E-Learning","field":"Computer Science","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":"Open educational resources; Open university; Library science; Sociology; Open education; Media studies; Computer science; Distance education; Pedagogy","score_opus":0.0533099256054403,"score_gpt":0.35563781034735475,"score_spread":0.30232788474191447,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4250961984","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":[0.00096697774,0.78491926,0.002563133,0.050218284,0.020767141,0.000083261795,0.0005222357,0.00029694694,0.13966267],"genre_scores_gemma":[0.0045906403,0.70580226,0.0023910166,0.009212628,0.0026694587,0.000065120395,0.0004274864,0.00012991397,0.27471152],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9993217,0.00009132256,0.000044373814,0.000054198652,0.000433864,0.00005462665],"domain_scores_gemma":[0.9986002,0.0005191576,0.00009980963,0.000057264217,0.0005220104,0.00020160888],"candidate_categories":["open_science"],"consensus_categories":[],"category_scores_codex":[0.0010736996,0.00072663743,0.000679816,0.001967785,0.001166833,0.0050120386,0.0009092158,0.0026776805,0.04641236],"category_scores_gemma":[0.0051644077,0.00055011694,0.00052618084,0.0028093464,0.0008864956,0.0047457945,0.0015783221,0.003057353,0.025468864],"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":[0.0000139133,0.000016308686,0.00026107166,0.0005894618,0.0000070454266,0.00020867573,0.00041305332,0.000041162308,0.00011254571,0.0019802616,0.7225824,0.27377406],"study_design_scores_gemma":[0.0000027973138,0.000007725892,0.00050518406,0.00091284123,0.000007707943,0.0010371177,0.00039017852,0.00001608638,0.00005228216,0.0010575464,0.99600357,0.000006969087],"about_ca_topic_score_codex":0.008271969,"about_ca_topic_score_gemma":0.026509654,"teacher_disagreement_score":0.9990908,"about_ca_system_score_codex":0.0008975506,"about_ca_system_score_gemma":0.0035345424,"threshold_uncertainty_score":0.1552648},"labels":[],"label_agreement":null},{"id":"W4251447056","doi":"10.1111/bjet.12025_3","title":"Burge, Elizabeth et al ed (2011) Flexible pedagogy, flexible practiceAthabasca U Press (Edmonton, Canada) <scp>isbn</scp> 978‐1‐926836‐20‐1 348 pp <scp>cdn</scp> $34.95 (free download) http://www.aupress.ca/index.php/books/120203","year":2013,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Teacher Education and Leadership Studies","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":"Globe; Flexibility (engineering); Download; Sociology; Media studies; Pedagogy; Computer science; Psychology; World Wide Web; Management; Economics","score_opus":0.039262215127480904,"score_gpt":0.33743432512084404,"score_spread":0.29817210999336313,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4251447056","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":[0.00058819255,0.75354457,0.0014956336,0.026540745,0.01513808,0.00005361771,0.00035249055,0.00019258661,0.20209406],"genre_scores_gemma":[0.0059468294,0.47112226,0.0017781642,0.005664202,0.0012694248,0.000060132516,0.00039002756,0.00010754903,0.5136614],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9995648,0.00004715147,0.000021633703,0.00003775274,0.00026893668,0.000059653496],"domain_scores_gemma":[0.9994342,0.00015373802,0.00002971059,0.000025631896,0.00023471015,0.00012206075],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007410467,0.0006622053,0.00062599423,0.0011645245,0.0015885025,0.004532212,0.0008161841,0.0020032772,0.059619293],"category_scores_gemma":[0.0019763694,0.0005054737,0.0004652614,0.0024716225,0.00087195076,0.0027113883,0.0013776034,0.002774804,0.027290715],"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":[0.000009197777,0.000011161337,0.00018294416,0.0003079354,0.000003357415,0.0001228372,0.00049483095,0.00004287666,0.00007009245,0.0023077643,0.82292,0.17352708],"study_design_scores_gemma":[0.0000019204792,0.000004051867,0.0005865737,0.0005595519,0.0000035160822,0.00040700036,0.00041123616,0.000011190326,0.000022943177,0.00095352286,0.9970342,0.0000042777924],"about_ca_topic_score_codex":0.03543881,"about_ca_topic_score_gemma":0.11837057,"teacher_disagreement_score":0.059619293,"about_ca_system_score_codex":0.0019210568,"about_ca_system_score_gemma":0.0051191202,"threshold_uncertainty_score":0.19944638},"labels":[],"label_agreement":null},{"id":"W4254627322","doi":"10.1111/1467-8535.34818","title":"Reviews: 18","year":2003,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Online and Blended Learning","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","score_opus":0.026264842093227846,"score_gpt":0.36229553491592464,"score_spread":0.3360306928226968,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4254627322","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":[0.00010795362,0.87194467,0.0003620312,0.014555608,0.054658175,0.00013226565,0.0016108876,0.000340199,0.056288302],"genre_scores_gemma":[0.0013185701,0.8549402,0.000581411,0.018730512,0.024087716,0.00020660693,0.0023242706,0.00016998459,0.097640805],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9979096,0.00030850575,0.00025102947,0.00033927153,0.0009671945,0.00022442771],"domain_scores_gemma":[0.9949444,0.0011585407,0.00043612986,0.0003820123,0.0024383052,0.00064067554],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016998086,0.0020252697,0.0024587181,0.006273956,0.0009335206,0.0059598368,0.0033942533,0.00452872,0.2230183],"category_scores_gemma":[0.006428258,0.0009890816,0.0012670091,0.005196638,0.0012331483,0.0050384603,0.0030515462,0.003306498,0.17840302],"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":[0.000031697546,0.000017152035,0.00004108721,0.004401151,0.000022927348,0.000050047234,0.000031205316,0.000030397074,0.00015388988,0.00083860604,0.9071949,0.08718685],"study_design_scores_gemma":[0.000010714458,0.000007093951,0.0001123241,0.0017843184,0.000013630763,0.00008635446,0.000022449785,0.000003632345,0.00002426359,0.00029885155,0.9976319,0.0000044633593],"about_ca_topic_score_codex":0.0031530021,"about_ca_topic_score_gemma":0.0053231237,"teacher_disagreement_score":0.2230183,"about_ca_system_score_codex":0.002711806,"about_ca_system_score_gemma":0.005270171,"threshold_uncertainty_score":0.74607056},"labels":[],"label_agreement":null},{"id":"W4254747961","doi":"10.1111/1467-8535.00259","title":"Reviews","year":2002,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Education and Technology Integration","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":"Trainer; The Internet; Creativity; Sociology; Pedagogy; Mathematics education; Psychology; Computer science; World Wide Web","score_opus":0.038096028091265194,"score_gpt":0.3479123097875007,"score_spread":0.30981628169623554,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4254747961","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":[0.0003797525,0.14698517,0.0010161533,0.018535579,0.066162154,0.00038183667,0.006351936,0.0011128987,0.7590744],"genre_scores_gemma":[0.0014664985,0.08420395,0.0009832628,0.008565924,0.013977334,0.00019410548,0.004720631,0.00046038604,0.88542795],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9978326,0.00018384725,0.00018360824,0.00031209204,0.0013296492,0.00015811845],"domain_scores_gemma":[0.9948645,0.0006079695,0.00029141945,0.00032451734,0.0032779467,0.00063369],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0010574195,0.0012611347,0.0016835941,0.0049121184,0.0011470272,0.007213123,0.0022330403,0.0026359754,0.5499602],"category_scores_gemma":[0.0067750695,0.00064389297,0.00081921316,0.006600619,0.0006198744,0.0042407997,0.0022387125,0.0021842727,0.5632454],"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":[0.0000069132207,0.000010531795,0.000035060417,0.0007282682,0.0000039448464,0.000042897846,0.000023717343,0.000030667943,0.000084502986,0.0008588169,0.92009073,0.07808402],"study_design_scores_gemma":[0.0000024584492,0.0000042810666,0.00007060045,0.0004020396,0.0000021029475,0.00005465016,0.000024223586,0.0000046098257,0.00001754832,0.00021579483,0.999199,0.0000026789946],"about_ca_topic_score_codex":0.0032564527,"about_ca_topic_score_gemma":0.0061266446,"teacher_disagreement_score":0.4500398,"about_ca_system_score_codex":0.002016502,"about_ca_system_score_gemma":0.0050977645,"threshold_uncertainty_score":0},"labels":[],"label_agreement":null},{"id":"W4256109509","doi":"10.1111/bjet.12374","title":"Magette, Kristin (2015) Embracing social media. Rowman &amp; Littlefield (Lanham, MD &amp; Plymouth, UK) isbn 978‐1‐4758‐1329‐6 99 pp £11.95 https://rowman.com/ISBN/9781475813289/Embracing‐Social‐Media‐A‐Practical‐Guide‐to‐Manage‐Risk‐and‐Leverage‐Opportunity","year":2015,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Impact of Technology on Adolescents","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 Alberta","funders":"","keywords":"Social media; Sociology; Media studies; Public relations; Political science; Law","score_opus":0.04745381802212561,"score_gpt":0.3569464497745643,"score_spread":0.3094926317524387,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4256109509","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":[0.0021866497,0.5702825,0.00530955,0.14853723,0.00966903,0.000077145814,0.00027407293,0.0004970938,0.26316673],"genre_scores_gemma":[0.0240853,0.3113033,0.006901177,0.017922634,0.0015952636,0.00010833493,0.00017258119,0.00024693177,0.6376645],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9996716,0.00009631604,0.00001862988,0.000043776407,0.00012420863,0.000045563604],"domain_scores_gemma":[0.99929726,0.00034628497,0.000047998725,0.000022168755,0.00011126891,0.00017496312],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00088333414,0.00065491226,0.0002735268,0.00075795176,0.0015978515,0.004714517,0.0006609125,0.0025394738,0.040563747],"category_scores_gemma":[0.0016088568,0.0006281216,0.0002297907,0.0010054508,0.0012253176,0.009136747,0.0022467822,0.003255871,0.019640364],"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":[0.000010235325,0.000017179236,0.0001626013,0.00025608332,0.000002172835,0.00011328257,0.001953176,0.000035743506,0.00021163223,0.0070137396,0.80014306,0.19008107],"study_design_scores_gemma":[0.000001096369,0.0000063543534,0.00032897457,0.00028987555,0.0000016064422,0.00020627638,0.0010820527,0.000010063875,0.00005821356,0.0015577866,0.9964541,0.0000036921451],"about_ca_topic_score_codex":0.005837932,"about_ca_topic_score_gemma":0.016602946,"teacher_disagreement_score":0.040563747,"about_ca_system_score_codex":0.0011001581,"about_ca_system_score_gemma":0.0018003628,"threshold_uncertainty_score":0.13569921},"labels":[],"label_agreement":null},{"id":"W4281746126","doi":"10.1111/bjet.13246","title":"Conceptions and perspectives of data literacy in secondary education","year":2022,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Educational Assessment and Improvement","field":"Decision Sciences","cited_by":53,"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":"Social Sciences and Humanities Research Council of Canada","keywords":"Conceptualization; Framing (construction); Competence (human resources); Literacy; Everyday life; Critical literacy; Information literacy; Pedagogy; Psychology; Computer science; Social psychology; Political science; Engineering","score_opus":0.079984828869092,"score_gpt":0.4371178791524661,"score_spread":0.35713305028337405,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4281746126","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":[0.44824794,0.012413686,0.031194817,0.08490726,0.00062178774,0.00023254803,0.00045849278,0.00012005829,0.42180339],"genre_scores_gemma":[0.9869998,0.0016431392,0.0018371624,0.0017625384,0.00012219009,0.00008978013,0.00008029272,0.00001967909,0.0074453317],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9894695,0.006904853,0.0006299412,0.0009679204,0.0011331714,0.0008945472],"domain_scores_gemma":[0.97698796,0.016899923,0.0011990464,0.0009775762,0.001721488,0.0022140576],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010813985,0.00038274648,0.00058677205,0.00605507,0.006482131,0.019691717,0.0012540957,0.002840094,0.004805922],"category_scores_gemma":[0.011647372,0.00039501183,0.0005143831,0.004200726,0.03795469,0.009959995,0.011014875,0.004806859,0.00062467024],"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":[0.00001759549,0.00007055178,0.0038429706,0.0001408502,0.0000050440394,0.00040467855,0.22128737,0.00010158605,0.00018157088,0.7643426,0.001832017,0.0077732443],"study_design_scores_gemma":[0.000029481087,0.00009664181,0.0068788305,0.0017646673,0.000011236308,0.0010118596,0.29999232,0.0011882527,0.00050370966,0.42344692,0.26502237,0.00005371791],"about_ca_topic_score_codex":0.009350138,"about_ca_topic_score_gemma":0.004249493,"teacher_disagreement_score":0.019691717,"about_ca_system_score_codex":0.009727143,"about_ca_system_score_gemma":0.00711289,"threshold_uncertainty_score":0.070575655},"labels":[],"label_agreement":null},{"id":"W4281904865","doi":"10.1111/bjet.13238","title":"Students' actual purposes when engaging with a computerized simulation in the context of citizen science","year":2022,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Statistics Education and Methodologies","field":"Mathematics","cited_by":6,"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":"Azrieli Foundation; Israel Science Foundation","keywords":"Context (archaeology); Citizen science; Process (computing); Science education; Computer science; Authentic assessment; Field (mathematics); Mathematics education; Data science; Psychology; Pedagogy; Curriculum; Mathematics","score_opus":0.08801262241603638,"score_gpt":0.413863420563365,"score_spread":0.32585079814732865,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4281904865","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":[0.99146044,0.00003493298,0.004120685,0.0004064717,0.000019551553,0.00007260426,0.00001718446,0.000056025143,0.0038121976],"genre_scores_gemma":[0.99516475,0.00007397326,0.0029030167,0.00010639092,0.0000036646368,0.0000794138,0.000025013269,0.00002189481,0.0016219113],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9921193,0.0051062466,0.0003148417,0.000676015,0.0008269722,0.00095659343],"domain_scores_gemma":[0.9892225,0.0057468587,0.0009173821,0.00078423106,0.0011695176,0.0021595077],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006241487,0.00076824974,0.00072950614,0.0011628307,0.0027602226,0.0073609008,0.0014672602,0.0024919691,0.0044564647],"category_scores_gemma":[0.016765747,0.00044987345,0.000689242,0.00049141096,0.0053705834,0.0026149747,0.0065059834,0.003317092,0.001097333],"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":[0.00045966438,0.0042472924,0.07159401,0.0005107511,0.000062434956,0.0026461207,0.8251121,0.0035495241,0.031099083,0.010387271,0.0023868668,0.047944847],"study_design_scores_gemma":[0.00011113608,0.0039141607,0.041316736,0.0008159176,0.00013210165,0.0023058227,0.80448824,0.012148775,0.03735504,0.013338431,0.08361812,0.0004555684],"about_ca_topic_score_codex":0.0008178861,"about_ca_topic_score_gemma":0.0014241991,"teacher_disagreement_score":0.0073609008,"about_ca_system_score_codex":0.0016752124,"about_ca_system_score_gemma":0.001772373,"threshold_uncertainty_score":0.033008516},"labels":[],"label_agreement":null},{"id":"W4295846739","doi":"10.1111/bjet.13276","title":"Standing on the shoulders of giants: Online formative assessments as the foundation for predictive learning analytics models","year":2022,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Online Learning and Analytics","field":"Computer Science","cited_by":52,"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":"Formative assessment; Learning analytics; Computer science; Clickstream; Machine learning; Data science; Artificial intelligence; Mathematics education; Psychology; The Internet; World Wide Web","score_opus":0.03445515746591299,"score_gpt":0.34668356033440567,"score_spread":0.3122284028684927,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4295846739","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":[0.076828085,0.0036378924,0.89285725,0.017107226,0.00034827224,0.00023298887,0.00087995944,0.0011320625,0.0069763344],"genre_scores_gemma":[0.8394422,0.0018874456,0.1544118,0.0010183956,0.00053760014,0.00037675648,0.0010294263,0.00013305552,0.0011632761],"study_design_codex":"simulation_or_modeling","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.99429214,0.003441607,0.00027249198,0.00069579645,0.0010592852,0.00023872829],"domain_scores_gemma":[0.8801767,0.10061199,0.00380919,0.00663264,0.007161506,0.0016079847],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013892152,0.0012291998,0.0012926569,0.0036975192,0.00079857965,0.0052554673,0.001986388,0.0018455092,0.002245172],"category_scores_gemma":[0.07532916,0.000988369,0.0009821431,0.0030745058,0.002816095,0.0066683087,0.003416589,0.006790807,0.0010275691],"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":[0.00037539948,0.0008009221,0.06010297,0.0006419426,0.0004105344,0.00047989222,0.0022152364,0.44739667,0.0012661859,0.20706351,0.010974996,0.26827163],"study_design_scores_gemma":[0.000008981584,0.000048736205,0.0021611894,0.0002522461,0.000021565229,0.000022331073,0.00018727165,0.85317045,0.00028390205,0.14153618,0.002275611,0.000031495016],"about_ca_topic_score_codex":0.010714612,"about_ca_topic_score_gemma":0.0063998783,"teacher_disagreement_score":0.013892152,"about_ca_system_score_codex":0.0016331885,"about_ca_system_score_gemma":0.002531817,"threshold_uncertainty_score":0.07346964},"labels":[],"label_agreement":null},{"id":"W4296764579","doi":"10.1111/bjet.13278","title":"How do students' self‐regulation skills affect learning satisfaction and continuous intention within desktop‐based virtual reality? A structural equation modelling approach","year":2022,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Flow Experience in Various Fields","field":"Psychology","cited_by":41,"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":"National Natural Science Foundation of China","keywords":"Psychology; Structural equation modeling; Affect (linguistics); Virtual reality; Instructional simulation; Construct (python library); Mathematics education; Applied psychology; Educational technology; Computer science; Human–computer interaction","score_opus":0.01717222400007989,"score_gpt":0.30285467047307485,"score_spread":0.28568244647299496,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4296764579","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":[0.9944522,0.00013132175,0.003921032,0.00022953167,0.000024909074,0.00015373963,0.00029631262,0.00003341729,0.00075757416],"genre_scores_gemma":[0.9970927,0.00007725874,0.0017907965,0.00003284298,0.0000064612423,0.00030320746,0.00017948418,0.0000054871525,0.00051186956],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99733245,0.0015079381,0.00017514612,0.00036955267,0.00033687102,0.0002781425],"domain_scores_gemma":[0.9903515,0.007401645,0.0010519142,0.00041948093,0.00043526158,0.0003402267],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004636275,0.00064466265,0.0009828227,0.0010529708,0.0006493513,0.0021160226,0.001101714,0.0013628302,0.0044636987],"category_scores_gemma":[0.012269587,0.0007019473,0.0039534634,0.000929713,0.00075246673,0.001031506,0.0012659892,0.0019731938,0.0004776157],"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":[0.00038563806,0.0014637288,0.9698812,0.00016356514,0.00086702965,0.00017534812,0.0047643953,0.005132868,0.0008010563,0.0011218739,0.00042264277,0.014820645],"study_design_scores_gemma":[0.000108105945,0.0023092248,0.8374035,0.00037725092,0.0008955335,0.00014860927,0.006076668,0.14843716,0.0009658148,0.0016133408,0.0015626554,0.00010215343],"about_ca_topic_score_codex":0.0106932325,"about_ca_topic_score_gemma":0.006323859,"teacher_disagreement_score":0.0106932325,"about_ca_system_score_codex":0.0010510018,"about_ca_system_score_gemma":0.0016147324,"threshold_uncertainty_score":0.024519265},"labels":[],"label_agreement":null},{"id":"W4304989703","doi":"10.1111/bjet.13281","title":"Early prediction of student knowledge in game‐based learning with distributed representations of assessment questions","year":2022,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Educational Games and Gamification","field":"Psychology","cited_by":21,"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","keywords":"Computer science; Test (biology); TRACE (psycholinguistics); Artificial intelligence; Learning environment; Mathematics education; Psychology","score_opus":0.021046729114127333,"score_gpt":0.3727548661053443,"score_spread":0.35170813699121695,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4304989703","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":[0.9755633,0.00006311427,0.023195352,0.00008239734,0.0000095648,0.000058230093,0.00029810437,0.0002771553,0.0004528419],"genre_scores_gemma":[0.9944056,0.00001720775,0.004825573,0.000011728681,0.0000034317832,0.000023850349,0.00040894665,0.0000071007707,0.000296627],"study_design_codex":"observational","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.99887127,0.0004561011,0.00006300906,0.00032336585,0.00018984187,0.000096481715],"domain_scores_gemma":[0.98433185,0.012033366,0.0012448631,0.0008155794,0.00095886993,0.000615364],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025906872,0.0008341947,0.000605192,0.0015451044,0.00020901418,0.0015123412,0.0010531202,0.0009752812,0.000746062],"category_scores_gemma":[0.0138089955,0.0003549561,0.00063821685,0.00075848,0.00031203966,0.0014434549,0.0012100247,0.0014022453,0.00051962055],"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":[0.0017870917,0.0028488836,0.5250432,0.00018225804,0.00039989536,0.00022310296,0.0012280487,0.2657083,0.011158962,0.00062452204,0.0010732714,0.18972246],"study_design_scores_gemma":[0.000010688817,0.0003710958,0.059965283,0.000015422902,0.00003079479,0.000027510845,0.00013584901,0.93554145,0.0030530402,0.0006386217,0.00018333767,0.000026963327],"about_ca_topic_score_codex":0.0101840915,"about_ca_topic_score_gemma":0.015032191,"teacher_disagreement_score":0.0101840915,"about_ca_system_score_codex":0.00088776933,"about_ca_system_score_gemma":0.0005439643,"threshold_uncertainty_score":0.020249605},"labels":[],"label_agreement":null},{"id":"W4306681754","doi":"10.1111/bjet.13284","title":"Why this app: Can a video‐based intervention help parents identify quality educational apps?","year":2022,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Child Development and Digital Technology","field":"Social Sciences","cited_by":15,"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","keywords":"Curriculum; Quality (philosophy); Intervention (counseling); Computer science; Psychology; Medical education; Multimedia; Pedagogy; Medicine","score_opus":0.02686457873391724,"score_gpt":0.35479214074747206,"score_spread":0.32792756201355483,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4306681754","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":[0.87330693,0.0025935532,0.029492082,0.04600413,0.0030518007,0.006446113,0.00073655864,0.0018689911,0.03649984],"genre_scores_gemma":[0.86974955,0.0027535863,0.09842315,0.009282517,0.00028567688,0.009688114,0.0003875528,0.00014459256,0.00928536],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9968022,0.0019922005,0.00014613649,0.00026152367,0.000508132,0.00028984464],"domain_scores_gemma":[0.9899592,0.006492892,0.00069446466,0.0004573163,0.0012280091,0.0011680414],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0049625654,0.0005827508,0.0005230857,0.0004719039,0.0008886839,0.0013386499,0.0010246026,0.0018399977,0.0113828],"category_scores_gemma":[0.03613742,0.0002980758,0.00063817395,0.00021536299,0.0007260339,0.0024475234,0.0011536716,0.0021051331,0.0014227837],"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":[0.0028568774,0.013392852,0.020141656,0.0043164617,0.0001652156,0.001096715,0.018166156,0.000680625,0.00896456,0.0032132012,0.09181824,0.83518755],"study_design_scores_gemma":[0.009330749,0.053581726,0.22387278,0.02550293,0.0024160373,0.0028392258,0.090769425,0.0146117555,0.043141365,0.0244813,0.50839925,0.0010534199],"about_ca_topic_score_codex":0.0023019952,"about_ca_topic_score_gemma":0.0041032326,"teacher_disagreement_score":0.0113828,"about_ca_system_score_codex":0.0009367968,"about_ca_system_score_gemma":0.0015491747,"threshold_uncertainty_score":0.038079202},"labels":[],"label_agreement":null},{"id":"W4307257834","doi":"10.1111/bjet.13282","title":"Which log variables significantly predict academic achievement? A systematic review and meta‐analysis","year":2022,"lang":"en","type":"review","venue":"British Journal of Educational Technology","topic":"Online Learning and Analytics","field":"Computer Science","cited_by":34,"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 Saskatchewan","funders":"","keywords":"Moderation; Learning analytics; Academic achievement; Psychology; Test (biology); Meta-analysis; Empirical research; Perspective (graphical); Variables; Mathematics education; Computer science; Data science; Statistics; Social psychology; Mathematics; Artificial intelligence; Machine learning","score_opus":0.039264140569999,"score_gpt":0.34053599274171775,"score_spread":0.30127185217171876,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4307257834","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":[0.0047469204,0.99197596,0.00085906213,0.000356703,0.0001450273,0.0006105691,0.0009904715,0.00002541717,0.00028999525],"genre_scores_gemma":[0.15202469,0.83819854,0.003566524,0.0011394107,0.0002873803,0.003104979,0.0013366038,0.000038332135,0.00030354538],"study_design_codex":"systematic_review","study_design_gemma":"meta_analysis","domain_scores_codex":[0.98401815,0.006754854,0.0051231124,0.0015978351,0.0021225486,0.00038350234],"domain_scores_gemma":[0.93074876,0.05515617,0.008300579,0.0015905763,0.0037281248,0.00047572973],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.021889187,0.002163846,0.012394601,0.009903467,0.0007781542,0.0038964418,0.0023033624,0.0020391808,0.0043563657],"category_scores_gemma":[0.071984604,0.0012652067,0.027756136,0.009677338,0.0011214835,0.002982924,0.0017455419,0.0019879965,0.00037270715],"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":[0.0008594292,0.0000551987,0.00931548,0.7052002,0.2579329,0.0001256618,0.00021211305,0.00031221937,0.0001748944,0.00030190096,0.00093364593,0.024576286],"study_design_scores_gemma":[0.00042648672,0.0003361093,0.011129769,0.1473834,0.83458954,0.00017457585,0.00018060564,0.00026953928,0.00024090159,0.00055442995,0.0046677263,0.00004691598],"about_ca_topic_score_codex":0.00561274,"about_ca_topic_score_gemma":0.013862274,"teacher_disagreement_score":0.021889187,"about_ca_system_score_codex":0.0030805143,"about_ca_system_score_gemma":0.007021739,"threshold_uncertainty_score":0.11576253},"labels":[],"label_agreement":null},{"id":"W4366588310","doi":"10.1111/bjet.13325","title":"Human and artificial intelligence collaboration for socially shared regulation in learning","year":2023,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Online Learning and Analytics","field":"Computer Science","cited_by":245,"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 Victoria","funders":"Academy of Finland","keywords":"Operationalization; Affordance; Artificial intelligence; Computer science; Human intelligence; Empirical research; Knowledge management; Cognitive science; Psychology; Human–computer interaction; Epistemology","score_opus":0.02410412312663614,"score_gpt":0.3403367038614019,"score_spread":0.3162325807347658,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4366588310","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":[0.25821036,0.0007240112,0.4406237,0.015767021,0.00022315573,0.00040503964,0.00010611522,0.0006860477,0.2832546],"genre_scores_gemma":[0.9789829,0.00009631259,0.018008567,0.00029889468,0.000021322905,0.00015944363,0.000021002537,0.000028793844,0.002382697],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.98629606,0.00945102,0.0003813624,0.0014666258,0.0016088528,0.0007959835],"domain_scores_gemma":[0.9824553,0.009000606,0.002574861,0.0032757032,0.0010261243,0.0016675254],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009424868,0.000446114,0.00043078043,0.0011756938,0.0026865208,0.0064956844,0.0015677648,0.0029102364,0.010383491],"category_scores_gemma":[0.015370983,0.00032585152,0.00095247984,0.0005940458,0.016266935,0.0070722154,0.009750307,0.0018683687,0.0008404143],"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":[0.000064022155,0.00017394297,0.004619929,0.00016208152,0.000033991666,0.00022490926,0.012792226,0.0047626738,0.0025559687,0.95136917,0.001212627,0.022028517],"study_design_scores_gemma":[0.00006882439,0.00021078628,0.0041862833,0.00021190471,0.000042363885,0.0002341986,0.008150173,0.02376389,0.002356887,0.92596585,0.03474194,0.000066729546],"about_ca_topic_score_codex":0.001069486,"about_ca_topic_score_gemma":0.0008876819,"teacher_disagreement_score":0.010383491,"about_ca_system_score_codex":0.0028215945,"about_ca_system_score_gemma":0.003523532,"threshold_uncertainty_score":0.049844027},"labels":[],"label_agreement":null},{"id":"W4392883442","doi":"10.1111/bjet.13455","title":"Exploring influential factors in peer upvoting within social annotation","year":2024,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Online and Blended Learning","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":"McGill University","funders":"","keywords":"Annotation; Peer review; Psychology; Computer science; Political science; Artificial intelligence","score_opus":0.05942175150758797,"score_gpt":0.3620483317323948,"score_spread":0.3026265802248068,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4392883442","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":[0.99047744,0.00018617627,0.0031989238,0.00030583335,0.00002551706,0.000066550405,0.000035362795,0.000050875627,0.0056533306],"genre_scores_gemma":[0.9986512,0.000045682216,0.000773912,0.000024218207,0.000010374414,0.000018942455,0.000016734873,0.00001351174,0.00044548686],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.98551327,0.008557742,0.0007047445,0.0011218686,0.003270653,0.0008316608],"domain_scores_gemma":[0.8872657,0.07985996,0.015578665,0.0037986927,0.008652618,0.00484437],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008635875,0.0004380686,0.0005055467,0.0018902691,0.0025661965,0.0042219,0.0009219922,0.00087728805,0.0033501098],"category_scores_gemma":[0.07534303,0.00034567493,0.000522988,0.00094581145,0.0021487428,0.0021881652,0.0028708756,0.0011042819,0.00038785566],"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":[0.0004152653,0.00048630315,0.73800033,0.0003636585,0.00018510765,0.0011493146,0.16768226,0.00042409138,0.006168793,0.0019663768,0.0008441101,0.082314394],"study_design_scores_gemma":[0.000025696889,0.0003235923,0.8385566,0.000297141,0.00018903,0.00059198175,0.1381859,0.0054531186,0.003397257,0.003718411,0.009136375,0.00012496479],"about_ca_topic_score_codex":0.003954068,"about_ca_topic_score_gemma":0.0073805493,"teacher_disagreement_score":0.008635875,"about_ca_system_score_codex":0.0013555263,"about_ca_system_score_gemma":0.0015568496,"threshold_uncertainty_score":0.045671463},"labels":[],"label_agreement":null},{"id":"W4404619203","doi":"10.1111/bjet.13543","title":"International student mobility and the politics of distance education","year":2024,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Global Education and Multiculturalism","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":true,"ca_institutions":"University of British Columbia","funders":"","keywords":"Politics; Sociology; Mathematics education; Distance education; Pedagogy; Political science; Psychology; Law","score_opus":0.00998588791120468,"score_gpt":0.3655129466188583,"score_spread":0.3555270587076536,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404619203","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":[0.40162283,0.0038961323,0.004152422,0.08331507,0.0003105857,0.000034615623,0.000090389825,0.00002997084,0.50654805],"genre_scores_gemma":[0.9944119,0.00038399146,0.000105865576,0.00083163823,0.000034105175,0.0000062452204,0.0000074661434,0.0000050539365,0.0042137457],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9968265,0.0017624142,0.00006653518,0.0002561797,0.00033564036,0.0007526424],"domain_scores_gemma":[0.99576914,0.002140226,0.0005391648,0.00022462544,0.00042479674,0.0009020696],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025935795,0.00014042761,0.00020236798,0.0010276821,0.0065236767,0.008447252,0.0007435711,0.0018695304,0.007899941],"category_scores_gemma":[0.0059814807,0.00009380232,0.00019213425,0.0014590264,0.019525569,0.0038783262,0.007918705,0.0027508368,0.00034399703],"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":[0.000022160355,0.000025081512,0.005135298,0.000052413634,0.000004670814,0.0001610821,0.052717704,0.000338624,0.00011109763,0.92433256,0.0033642312,0.013735058],"study_design_scores_gemma":[0.000022663196,0.00009583969,0.014869659,0.0009965253,0.000014145323,0.0002538101,0.31680334,0.0013646272,0.0004975596,0.20309234,0.46193573,0.00005375986],"about_ca_topic_score_codex":0.036081363,"about_ca_topic_score_gemma":0.033906218,"teacher_disagreement_score":0.036081363,"about_ca_system_score_codex":0.013886889,"about_ca_system_score_gemma":0.0054548904,"threshold_uncertainty_score":0.10075694},"labels":[],"label_agreement":null},{"id":"W4410903557","doi":"10.1111/bjet.13600","title":"Beyond verbal self‐explanations: Student annotations of a code‐tracing solution produced by <scp>ChatGPT</scp>","year":2025,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Text Readability and Simplification","field":"Computer Science","cited_by":2,"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":"Tracing; Code (set theory); Computer science; Nonverbal communication; Programming language; Mathematics education; Psychology; Communication","score_opus":0.007584775305880134,"score_gpt":0.28101598039395104,"score_spread":0.2734312050880709,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410903557","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":[0.9860415,0.000042719068,0.010282143,0.00018076571,0.000024213046,0.000121437,0.00011806829,0.00038302402,0.0028061655],"genre_scores_gemma":[0.98532176,0.000056018707,0.011512416,0.000109220244,0.000010166838,0.0002467961,0.00020011961,0.00015944144,0.002384011],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99364245,0.0038159993,0.00038827647,0.00076727854,0.0010275806,0.0003584367],"domain_scores_gemma":[0.90877336,0.06981908,0.0077919275,0.0049358704,0.0067904154,0.0018893987],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005392889,0.0007158404,0.00060335844,0.00096902595,0.0010703458,0.0023223148,0.0011834082,0.0016441325,0.005112958],"category_scores_gemma":[0.06974377,0.0003836354,0.00033047237,0.00067994074,0.0016421332,0.002130499,0.0025265252,0.0015096182,0.0010087178],"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":[0.00183299,0.0034218072,0.10334235,0.0021875594,0.000111015994,0.0022277925,0.5428252,0.006150689,0.093601994,0.0044399775,0.007082357,0.2327763],"study_design_scores_gemma":[0.0005408894,0.012121235,0.24466343,0.002031851,0.00044035935,0.0025981003,0.2992774,0.10693599,0.22144376,0.017581984,0.09116732,0.0011976374],"about_ca_topic_score_codex":0.0011365522,"about_ca_topic_score_gemma":0.0019506317,"teacher_disagreement_score":0.005392889,"about_ca_system_score_codex":0.00083422736,"about_ca_system_score_gemma":0.0009162819,"threshold_uncertainty_score":0.028520703},"labels":[],"label_agreement":null},{"id":"W4411284055","doi":"10.1111/bjet.13608","title":"<scp>ICT</scp> knowledge absorptive capacity: A critical factor for technology integration in schools","year":2025,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Digital literacy in education","field":"Computer Science","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":"Deutsche Forschungsgemeinschaft","keywords":"Absorptive capacity; Information and Communications Technology; Technology integration; Knowledge management; Factor (programming language); Business; Computer science; Educational technology; Psychology; Pedagogy; World Wide Web","score_opus":0.015686892531805535,"score_gpt":0.3189308961214297,"score_spread":0.30324400358962417,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4411284055","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":[0.9901023,0.00022832617,0.0010115871,0.00065550004,0.000004797984,0.00002805875,0.00009184795,0.000014716048,0.00786276],"genre_scores_gemma":[0.9996507,0.000028586572,0.00015035755,0.00001042397,0.0000025156555,0.0000042039883,0.0000122937245,0.0000015248127,0.00013940457],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.997468,0.00075016986,0.00025304392,0.00029910496,0.00077427144,0.00045543208],"domain_scores_gemma":[0.965171,0.013977949,0.0136179915,0.0016380644,0.0026362382,0.0029588905],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026609292,0.00021161482,0.0003542163,0.0021806725,0.0010463648,0.004105753,0.00050315855,0.0006583162,0.009101278],"category_scores_gemma":[0.01690269,0.00027844266,0.00052126945,0.0027875432,0.002396496,0.0031090984,0.0022670643,0.0009510747,0.00043179884],"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":[0.00013735848,0.0003481246,0.9457218,0.00025568157,0.00013240524,0.00037634445,0.0048567276,0.0029132834,0.0015580519,0.014198805,0.00058799115,0.028913453],"study_design_scores_gemma":[0.000008086686,0.00011561409,0.9782536,0.00018832587,0.00009626031,0.00015185494,0.0075177737,0.0028495702,0.0020073748,0.0064088954,0.0023766276,0.000025901565],"about_ca_topic_score_codex":0.0048380485,"about_ca_topic_score_gemma":0.0053040152,"teacher_disagreement_score":0.009101278,"about_ca_system_score_codex":0.0019938946,"about_ca_system_score_gemma":0.0037730986,"threshold_uncertainty_score":0.030446768},"labels":[],"label_agreement":null},{"id":"W4413833708","doi":"10.1111/bjet.70009","title":"Acquiring complex knowledge and skills through digital simulation‐based training: Evidence from an agile project management teaching experience","year":2025,"lang":"en","type":"article","venue":"British Journal of Educational Technology","topic":"Team Dynamics and Performance","field":"Psychology","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":"Université Laval; Université du Québec à Montréal","funders":"","keywords":"Agile software development; Computer science; Training (meteorology); Knowledge management; Engineering management; Multimedia; Engineering; Software engineering","score_opus":0.05567434660309406,"score_gpt":0.42407354724656,"score_spread":0.36839920064346593,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4413833708","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":[0.9978777,0.000052044532,0.0004433493,0.00011880562,0.000005038711,0.00004630195,0.0000140319025,0.000004427799,0.0014382948],"genre_scores_gemma":[0.9971892,0.00035439397,0.0012071099,0.00009643018,0.00000572351,0.000084494284,0.00003487341,0.0000058626047,0.0010218483],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99729234,0.0015075976,0.00012858669,0.00017991122,0.0005531262,0.00033833782],"domain_scores_gemma":[0.98113406,0.013841743,0.0010626396,0.00082810654,0.0013336746,0.0017998574],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00534073,0.00028848843,0.00039333574,0.0008124746,0.001253861,0.0023347016,0.0011098677,0.001031617,0.002932607],"category_scores_gemma":[0.018865166,0.0004588066,0.00032327155,0.00042250063,0.0016014818,0.0015655988,0.0024186438,0.0015699315,0.0005902382],"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":[0.0010758328,0.03234509,0.165702,0.0016391079,0.0001760727,0.0031704607,0.47701043,0.004295321,0.0045581935,0.0017876761,0.00328266,0.30495718],"study_design_scores_gemma":[0.0007165696,0.018507078,0.32068118,0.0033805186,0.00026308693,0.005767993,0.56624115,0.0136776855,0.011364801,0.004481034,0.054563764,0.00035516112],"about_ca_topic_score_codex":0.0016816558,"about_ca_topic_score_gemma":0.004168635,"teacher_disagreement_score":0.00534073,"about_ca_system_score_codex":0.00086801074,"about_ca_system_score_gemma":0.0015855386,"threshold_uncertainty_score":0.028244793},"labels":[],"label_agreement":null}]}