{"meta":{"query_hash":"95dfe5f30520","filters":{"venue":"International Journal for the Scholarship of Teaching and Learning"},"cohort_total":30,"direct_labels_cover":0,"predictions_cover":30,"exported":30,"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/95dfe5f30520","api":"https://metacan.xera.ac/api/v1/cohort?venue=International+Journal+for+the+Scholarship+of+Teaching+and+Learning"},"results":[{"id":"W15215368","doi":"10.20429/ijsotl.2014.080104","title":"From ‘Sage on the Stage’ to ‘Guide on the Side’: A Good Start","year":2014,"lang":"en","type":"article","venue":"International Journal for the Scholarship of Teaching and Learning","topic":"Education and Critical Thinking Development","field":"Social Sciences","cited_by":96,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Wilfrid Laurier University","funders":"","keywords":"Conflation; Context (archaeology); Nexus (standard); Epistemology; Mathematics education; Sociology; Psychology; Computer science; History; Philosophy","score_opus":0.056156551989574054,"score_gpt":0.3903182855597178,"score_spread":0.3341617335701438,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W15215368","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.72886884,0.000042884218,0.0036482138,0.24933265,0.0013204598,0.00015401482,0.0000042735037,0.000019631452,0.016609052],"genre_scores_gemma":[0.98101443,0.00001804986,0.0007945495,0.0075956313,0.0008525006,0.000009045141,0.0000011306753,0.000008179634,0.009706469],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99744505,0.0014096361,0.00020243511,0.00011123027,0.0006783005,0.00015336974],"domain_scores_gemma":[0.99185735,0.007704485,0.00012291592,0.00009601793,0.00014167141,0.000077540026],"candidate_categories":["metaresearch","sts"],"consensus_categories":[],"category_scores_codex":[0.012416345,0.00007512147,0.00007508373,0.000049821156,0.0025046298,0.0005425815,0.0006337054,0.000033857636,0.00013731884],"category_scores_gemma":[0.018100075,0.00003723123,0.000076125914,0.00004057612,0.00007972193,0.00009807372,0.0000462028,0.0014410779,0.000018287523],"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":[0.00009353609,0.000070394075,0.0028875112,0.0000020941243,0.00017025786,0.0000010319405,0.06273818,0.00056066934,0.0003263879,0.7872659,0.0015910196,0.14429301],"study_design_scores_gemma":[0.00018419696,0.00010545712,0.006232298,0.00027328264,0.000014977386,0.0000018521533,0.03910729,0.00013995921,0.00012936839,0.04304111,0.9106774,0.00009282998],"about_ca_topic_score_codex":0.0005107361,"about_ca_topic_score_gemma":0.00007018492,"teacher_disagreement_score":0.90908635,"about_ca_system_score_codex":0.00010989089,"about_ca_system_score_gemma":0.00006846266,"threshold_uncertainty_score":0.99879396},"labels":[],"label_agreement":null},{"id":"W1556369935","doi":"10.20429/ijsotl.2010.040213","title":"Graduate Student and Instructor Engagement in Course-Based Qualitative Research: A Case Study","year":2010,"lang":"en","type":"article","venue":"International Journal for the Scholarship of Teaching and Learning","topic":"Higher Education Practises and Engagement","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Regina","funders":"","keywords":"Timeline; Qualitative research; Course (navigation); Psychology; Schedule; Student engagement; Medical education; Graduate students; Pedagogy; Mathematics education; Computer science; Engineering; Sociology; Medicine","score_opus":0.393371710246432,"score_gpt":0.6053387239613724,"score_spread":0.21196701371494042,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1556369935","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99246013,0.000076479875,0.0001017626,0.0059540123,0.0008892561,0.00026037227,0.0000013934455,0.0000068569607,0.0002497143],"genre_scores_gemma":[0.9983511,0.000030558233,0.0010458628,0.00004740747,0.00024108523,0.000021551534,5.5397237e-7,0.0000068750296,0.00025502645],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9934093,0.005312585,0.0002437721,0.00012487282,0.00074789824,0.00016158645],"domain_scores_gemma":[0.9952243,0.004130711,0.00016294741,0.000058694895,0.00034277813,0.000080579615],"candidate_categories":["metaresearch","sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.051911082,0.000061313694,0.000084833715,0.0001759696,0.0024453278,0.00046145747,0.0002527841,0.000028354809,0.000024297695],"category_scores_gemma":[0.0058327834,0.00004660054,0.0000316596,0.000066794135,0.00014629675,0.00030359678,0.000058795533,0.0035595212,5.3746083e-7],"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":[0.0000705862,0.00039033842,0.094692275,0.000005754305,0.00014714214,0.00007742471,0.83652455,0.00015883126,0.00011493049,0.009082862,0.00003941632,0.058695924],"study_design_scores_gemma":[0.0008207996,0.00015623363,0.051247753,0.000041237457,0.000019815905,0.000053059513,0.93637997,0.000087202934,0.0000038785693,0.001010842,0.0101178195,0.00006140568],"about_ca_topic_score_codex":0.0033675565,"about_ca_topic_score_gemma":0.0018527681,"teacher_disagreement_score":0.09985543,"about_ca_system_score_codex":0.0000826726,"about_ca_system_score_gemma":0.00013035294,"threshold_uncertainty_score":0.9988533},"labels":[],"label_agreement":null},{"id":"W1564198443","doi":"10.20429/ijsotl.2008.020120","title":"Casting a Wider Net: Deepening Scholarship by Changing Theories","year":2008,"lang":"en","type":"article","venue":"International Journal for the Scholarship of Teaching and Learning","topic":"Interdisciplinary Research and Collaboration","field":"Decision Sciences","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Scholarship; Argument (complex analysis); Frame (networking); Sociology; Epistemology; Learning theory; Pedagogy; Mathematics education; Computer science; Psychology; Political science","score_opus":0.09840892299373899,"score_gpt":0.4345472843834174,"score_spread":0.3361383613896784,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1564198443","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9387087,0.0011496625,0.053976502,0.004188039,0.0008604791,0.000121080426,0.000008460958,0.000021303154,0.0009657205],"genre_scores_gemma":[0.9923446,0.000032445823,0.0020055184,0.0001494824,0.00058593065,0.000008097478,0.000004657645,0.000017709956,0.004851511],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9958936,0.0012271097,0.0006150708,0.00025685516,0.0016601983,0.00034715078],"domain_scores_gemma":[0.9931616,0.004935748,0.00052045984,0.00014740527,0.001114303,0.00012045706],"candidate_categories":["metaresearch","sts","scholarly_communication"],"consensus_categories":[],"category_scores_codex":[0.021226333,0.00014324325,0.00020008285,0.0004342677,0.0043571596,0.0011565974,0.0010361451,0.00005557921,0.000052895426],"category_scores_gemma":[0.026710788,0.00009295971,0.00015722743,0.00024761434,0.00014894125,0.0015484729,0.00027279044,0.0022724937,0.000008537782],"study_design_candidate":"design_other","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":[0.0026808754,0.00016501754,0.32486206,0.000024001492,0.00083549455,0.00014967819,0.05434883,0.0103090685,0.028234,0.03226852,0.0029331557,0.5431893],"study_design_scores_gemma":[0.00926307,0.0028124254,0.111354895,0.0023106544,0.00023380222,0.013650558,0.25317636,0.096759856,0.0110431,0.3094917,0.18766886,0.0022347255],"about_ca_topic_score_codex":0.000016271244,"about_ca_topic_score_gemma":0.0000116037545,"teacher_disagreement_score":0.5409546,"about_ca_system_score_codex":0.00008865009,"about_ca_system_score_gemma":0.000094952746,"threshold_uncertainty_score":0.9998803},"labels":[],"label_agreement":null},{"id":"W1582780328","doi":"10.20429/ijsotl.2009.030109","title":"Academic Skill Development - Inquiry Seminars Can Make a Difference: Evidence from a Quasi-experimental Study","year":2009,"lang":"en","type":"article","venue":"International Journal for the Scholarship of Teaching and Learning","topic":"Evaluation of Teaching Practices","field":"Social Sciences","cited_by":40,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McMaster University","funders":"McMaster University","keywords":"Teamwork; Psychology; Psychological intervention; Presentation (obstetrics); Medical education; Test (biology); Study skills; Mathematics education; Pedagogy; Medicine","score_opus":0.19363102765668805,"score_gpt":0.5000423808537354,"score_spread":0.3064113531970474,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1582780328","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9871735,0.0016848603,0.0010971479,0.008795663,0.0008939538,0.00023269736,0.0000013078527,0.000033234446,0.0000876485],"genre_scores_gemma":[0.99467474,0.00015187972,0.003416569,0.0002610345,0.00064479426,0.000009984965,0.0000025364764,0.000009591409,0.0008288606],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9955009,0.0023929332,0.00044260544,0.00021563323,0.0012369488,0.0002109505],"domain_scores_gemma":[0.9955682,0.0034275053,0.0005897959,0.00008770585,0.0002154633,0.00011132391],"candidate_categories":["metaresearch","sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.015945084,0.00013187056,0.00016462606,0.00014308374,0.0026326675,0.00045299935,0.00086651935,0.000082302475,0.000023457267],"category_scores_gemma":[0.015467802,0.00010263997,0.000076696466,0.000052122912,0.000096751995,0.0005155544,0.00008568547,0.0027593446,0.0000018434146],"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":[0.00025420962,0.0005313773,0.16288146,0.0000022839376,0.00023699997,0.000006699701,0.5236329,0.00029053388,0.0022422194,0.00081344787,0.000030290736,0.3090776],"study_design_scores_gemma":[0.0016831808,0.0016380433,0.598699,0.0015457004,0.00017033942,0.000051487325,0.37650558,0.00063253194,0.0006226436,0.0031111992,0.014875277,0.00046502793],"about_ca_topic_score_codex":0.001320405,"about_ca_topic_score_gemma":0.0002513891,"teacher_disagreement_score":0.4358175,"about_ca_system_score_codex":0.00032327574,"about_ca_system_score_gemma":0.00021363684,"threshold_uncertainty_score":0.99954134},"labels":[],"label_agreement":null},{"id":"W186634891","doi":"10.20429/ijsotl.2011.050110","title":"Inquiry Learning: Level, Discipline, Class Size, What Matters?","year":2011,"lang":"en","type":"article","venue":"International Journal for the Scholarship of Teaching and Learning","topic":"Education and Critical Thinking Development","field":"Social Sciences","cited_by":40,"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; McMaster University","funders":"","keywords":"Class (philosophy); Mathematics education; Sociology; Pedagogy; Variation (astronomy); Science learning; Class size; Psychology; Science education; Epistemology","score_opus":0.14079785577754325,"score_gpt":0.4117537146220378,"score_spread":0.2709558588444946,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W186634891","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8998433,0.00084169855,0.009847886,0.07579014,0.007965714,0.00020635694,0.0000014921648,0.00008108068,0.0054223635],"genre_scores_gemma":[0.9864156,0.00034983267,0.005551082,0.0013097312,0.00068343617,0.000005835829,0.0000019113995,0.00001287719,0.005669692],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99805224,0.00079280796,0.00028328013,0.00013066224,0.0005312535,0.00020974895],"domain_scores_gemma":[0.9977098,0.0016166439,0.00020945746,0.000055353037,0.00029316737,0.00011554305],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0073684077,0.000090625144,0.00011063305,0.00008627821,0.00224489,0.0006528057,0.0005033516,0.00006577949,0.0001780982],"category_scores_gemma":[0.0061782673,0.000067799854,0.00009854891,0.00004870616,0.00020523742,0.00084127905,0.00007594553,0.0017598666,0.0000073468145],"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":[0.00023167489,0.00020648325,0.05331238,0.000026079904,0.00043721404,0.000008791175,0.46738273,0.00015498014,0.00035841163,0.15795642,0.0010094314,0.31891543],"study_design_scores_gemma":[0.0008695216,0.00016257,0.06816489,0.00071920076,0.000078698504,0.00007282398,0.4002523,0.00013506897,0.00012709702,0.05512665,0.4739331,0.00035804888],"about_ca_topic_score_codex":0.000119113494,"about_ca_topic_score_gemma":0.000022299424,"teacher_disagreement_score":0.47292367,"about_ca_system_score_codex":0.0001036639,"about_ca_system_score_gemma":0.000098971155,"threshold_uncertainty_score":0.9990541},"labels":[],"label_agreement":null},{"id":"W189939679","doi":"10.20429/ijsotl.2009.030209","title":"Developing Useful and Transferable Skills: Course Design to Prepare Students for a Life of Learning","year":2009,"lang":"en","type":"article","venue":"International Journal for the Scholarship of Teaching and Learning","topic":"Evaluation of Teaching Practices","field":"Social Sciences","cited_by":26,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McMaster University","funders":"","keywords":"Transferability; Mathematics education; Transfer of training; Psychology; Transferable skills analysis; Medical education; Sample (material); Narrative; Transfer of learning; Pedagogy; Higher education; Computer science; Medicine","score_opus":0.14276404193878353,"score_gpt":0.4906976431880109,"score_spread":0.34793360124922734,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W189939679","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.80286485,0.0004876064,0.1781566,0.01758501,0.00033404306,0.00040092756,0.000002046771,0.000024421835,0.00014451378],"genre_scores_gemma":[0.967896,0.00015465403,0.030792493,0.00026384706,0.00021839184,0.000008977612,0.0000013149081,0.000010551941,0.0006538028],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.997118,0.0014580908,0.00036166998,0.00015440412,0.00072485534,0.00018295387],"domain_scores_gemma":[0.9952432,0.0037502064,0.00037700613,0.00004988132,0.0004715254,0.00010820285],"candidate_categories":["metaresearch","sts"],"consensus_categories":[],"category_scores_codex":[0.021375129,0.000095824464,0.00016987557,0.00013473677,0.0019281431,0.00041336636,0.0004870155,0.000057939145,0.00000785762],"category_scores_gemma":[0.025127979,0.00007942837,0.00007797436,0.000052608906,0.00005268951,0.00065227214,0.00003222393,0.00085678085,3.0485293e-7],"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":[0.0017321222,0.0004196655,0.19699685,0.00007014898,0.0012442395,0.0000032843811,0.22641243,0.0706292,0.002519595,0.03449467,0.00031118776,0.4651666],"study_design_scores_gemma":[0.011735853,0.0054796725,0.35813537,0.0054148985,0.0011920363,0.00017679739,0.21591645,0.013048919,0.001884541,0.038746182,0.34658498,0.0016843183],"about_ca_topic_score_codex":0.00007837559,"about_ca_topic_score_gemma":0.00002332472,"teacher_disagreement_score":0.4634823,"about_ca_system_score_codex":0.000087739296,"about_ca_system_score_gemma":0.00020613098,"threshold_uncertainty_score":0.99937123},"labels":[],"label_agreement":null},{"id":"W2122192169","doi":"10.20429/ijsotl.2013.070104","title":"Multiple Ways of Knowing in Teaching and Learning","year":2013,"lang":"en","type":"article","venue":"International Journal for the Scholarship of Teaching and Learning","topic":"Educational and Psychological Assessments","field":"Psychology","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Kwantlen Polytechnic University","funders":"","keywords":"Scholarship; Field (mathematics); Sociology; Work (physics); Chin; Epistemology; Pedagogy; Psychology; Mathematics education; Philosophy; Political science; Medicine","score_opus":0.07805415553902548,"score_gpt":0.40079056351473397,"score_spread":0.32273640797570846,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2122192169","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9872979,0.00058206596,0.0019306683,0.006759045,0.0006386563,0.00013014517,0.0000013715727,0.000012319794,0.0026478409],"genre_scores_gemma":[0.99348086,0.000022028567,0.004389599,0.0005731411,0.00028275963,0.00001707282,0.0000042966667,0.00001372475,0.0012165026],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99781865,0.0011260611,0.00042142277,0.00017784227,0.00026035644,0.00019567892],"domain_scores_gemma":[0.995452,0.0039501446,0.0003373291,0.000067665096,0.00013624008,0.00005662403],"candidate_categories":["research_integrity"],"consensus_categories":[],"category_scores_codex":[0.0053872894,0.00011434899,0.00017412557,0.00018257817,0.00064363563,0.00013060609,0.00031013467,0.00008686838,0.000109390676],"category_scores_gemma":[0.003594916,0.000081163525,0.00008286436,0.000037746697,0.00006580623,0.00033028724,0.00006512998,0.004421467,0.000004338966],"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":[0.00012679484,0.00017855591,0.60747874,0.000020540894,0.00026909943,0.000005291256,0.013186066,0.0006378791,0.0041048327,0.00862127,0.00022282451,0.36514813],"study_design_scores_gemma":[0.0019526859,0.00037148222,0.9343067,0.00040708855,0.00003649489,0.00027310633,0.022489965,0.0019413736,0.000037526133,0.011593423,0.026367188,0.00022297636],"about_ca_topic_score_codex":0.0005434857,"about_ca_topic_score_gemma":0.000003872775,"teacher_disagreement_score":0.36492515,"about_ca_system_score_codex":0.000036204518,"about_ca_system_score_gemma":0.000013489561,"threshold_uncertainty_score":0.9978754},"labels":[],"label_agreement":null},{"id":"W227673710","doi":"10.20429/ijsotl.2011.050223","title":"Internationalization of a Faculty SoTL Program: Immersion Experiences of Beijing Professors in a Canadian Research-Intensive University","year":2011,"lang":"en","type":"article","venue":"International Journal for the Scholarship of Teaching and Learning","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"University of British Columbia","keywords":"Beijing; Scholarship of Teaching and Learning; Scholarship; Internationalization; Curriculum; Pedagogy; Higher education; Sociology; Transformative learning; Medical education; Psychology; Teaching method; Teaching and learning center; Political science; Medicine","score_opus":0.17973672894071602,"score_gpt":0.39092455171923934,"score_spread":0.21118782277852333,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W227673710","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99697685,0.00016831096,0.000102552454,0.00024725683,0.00037211255,0.00012254254,0.0000058963633,0.000007410381,0.0019970424],"genre_scores_gemma":[0.99861157,0.000012950459,0.00045473137,0.000019575797,0.00008332566,0.0000029237972,0.000009988749,0.000007890918,0.0007970445],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99860775,0.0005526563,0.00026036933,0.00010292612,0.00031082798,0.00016543712],"domain_scores_gemma":[0.99837184,0.00041798566,0.00031129693,0.00004899328,0.0007979487,0.000051927964],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0040395022,0.0000679938,0.00012415941,0.0005139987,0.00063156005,0.00006626737,0.00034561582,0.000037168924,0.00011250337],"category_scores_gemma":[0.0022178632,0.000052327232,0.00007515647,0.0000425549,0.00020271476,0.00035093862,0.00004960601,0.0011556899,3.7994903e-7],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022572213,0.00007159012,0.050373103,0.000032543627,0.00016335015,0.000010246509,0.8635039,0.00015010335,0.00022715745,0.041734107,0.000028222938,0.04347999],"study_design_scores_gemma":[0.0005087498,0.00022565598,0.006824983,0.0005644614,0.000019079398,0.000019341618,0.98220974,0.0016157154,0.0002096086,0.00033241883,0.0073879943,0.00008224309],"about_ca_topic_score_codex":0.08343518,"about_ca_topic_score_gemma":0.013169064,"teacher_disagreement_score":0.11870589,"about_ca_system_score_codex":0.00009744328,"about_ca_system_score_gemma":0.000095003976,"threshold_uncertainty_score":0.9226683},"labels":[],"label_agreement":null},{"id":"W274276081","doi":"10.20429/ijsotl.2012.060118","title":"A Difficult Journey: Transitioning from STEM to SoTL","year":2012,"lang":"en","type":"article","venue":"International Journal for the Scholarship of Teaching and Learning","topic":"Interdisciplinary Research and Collaboration","field":"Decision Sciences","cited_by":43,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Conversation; Narrative; Context (archaeology); Sociology; Engineering ethics; Psychology; Pedagogy; Epistemology; Engineering; History; Art; Communication; Philosophy; Literature","score_opus":0.14802008707253822,"score_gpt":0.46510968254155216,"score_spread":0.31708959546901394,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W274276081","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9252371,0.00044694304,0.062307663,0.010312423,0.0012061371,0.00010139767,0.000015937569,0.000010805884,0.0003615744],"genre_scores_gemma":[0.99462914,0.000007721783,0.002336327,0.00017800498,0.0011622001,0.000006624638,0.0000038560534,0.000009926229,0.0016662097],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9969314,0.0009322339,0.0004564924,0.00014613885,0.0012982583,0.00023550932],"domain_scores_gemma":[0.99608207,0.002466979,0.00026901736,0.00010814586,0.00088087545,0.00019293757],"candidate_categories":["sts","scholarly_communication"],"consensus_categories":[],"category_scores_codex":[0.013212815,0.00009302564,0.00014705009,0.00024585685,0.0014444586,0.0010613435,0.00070757634,0.000044471788,0.00006652338],"category_scores_gemma":[0.005980741,0.000056321573,0.00012154001,0.00014755405,0.000034118675,0.0010795967,0.000115476214,0.0013309218,0.000021315522],"study_design_candidate":"design_other","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":[0.002102685,0.00024281345,0.09710177,0.0000069606535,0.00066591013,0.000012118645,0.06417981,0.010966784,0.05515979,0.013438766,0.0045203352,0.75160223],"study_design_scores_gemma":[0.004872509,0.0017141175,0.35936394,0.0011624194,0.00020702912,0.0008858097,0.27172482,0.024450406,0.007046602,0.033910606,0.29365477,0.0010069534],"about_ca_topic_score_codex":0.000019720255,"about_ca_topic_score_gemma":0.000014014931,"teacher_disagreement_score":0.75059533,"about_ca_system_score_codex":0.0000826716,"about_ca_system_score_gemma":0.000045069,"threshold_uncertainty_score":0.9999756},"labels":[],"label_agreement":null},{"id":"W2947541128","doi":"10.20429/ijsotl.2019.130205","title":"Are Autonomously Motivated University Instructors More Autonomy-Supportive Teachers?","year":2019,"lang":"en","type":"article","venue":"International Journal for the Scholarship of Teaching and Learning","topic":"Motivation and Self-Concept in Sports","field":"Psychology","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Quest University Canada","funders":"University of Tasmania","keywords":"Autonomy; Psychology; Mathematics education; Pedagogy; Political science","score_opus":0.02550708178433777,"score_gpt":0.31730280249444215,"score_spread":0.2917957207101044,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2947541128","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99240535,0.00007540572,0.0010049293,0.001470642,0.0016457854,0.0001539601,0.000008136677,0.000044067423,0.0031917004],"genre_scores_gemma":[0.9824264,0.0000049807186,0.00062379625,0.000265849,0.00017314026,0.00000117226,0.000010035008,0.000017615024,0.016476998],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9986176,0.00042641454,0.00030014772,0.00020691822,0.0002652409,0.00018366356],"domain_scores_gemma":[0.9982874,0.00049945136,0.00078716694,0.00012364745,0.00022083815,0.000081489256],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002038986,0.00013247482,0.00018284809,0.0001885993,0.0005003611,0.00010185766,0.00043992331,0.00010266688,0.0006071142],"category_scores_gemma":[0.0006850201,0.00010604037,0.0001458195,0.00005677839,0.00007908169,0.00035390092,0.00006280772,0.0019587413,0.000014147489],"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":[0.00020091805,0.000061015537,0.9204382,0.0000059901977,0.00050616614,0.000021972633,0.025615906,0.00074289425,0.00014289426,0.006689203,0.00022706651,0.045347802],"study_design_scores_gemma":[0.0014885209,0.00010590109,0.79297465,0.00011741689,0.000046076097,0.00017913494,0.07231469,0.0001873119,0.000022151873,0.00026720786,0.13212481,0.0001721271],"about_ca_topic_score_codex":0.000104534316,"about_ca_topic_score_gemma":0.0000023504954,"teacher_disagreement_score":0.13189775,"about_ca_system_score_codex":0.0001974632,"about_ca_system_score_gemma":0.0000611169,"threshold_uncertainty_score":0.8509865},"labels":[],"label_agreement":null},{"id":"W3031616814","doi":"10.20429/ijsotl.2020.140109","title":"\"A Video of Myself Helps Me Learn\": A Scoping Review of the Evidence of Video-Making for Situated Learning","year":2020,"lang":"en","type":"review","venue":"International Journal for the Scholarship of Teaching and Learning","topic":"Diverse Music Education Insights","field":"Arts and Humanities","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":"York University","funders":"York University","keywords":"Situated; Toolbox; Situated learning; Psychology; Computer science; Curriculum; Resource (disambiguation); Multidisciplinary approach; The arts; Multimedia; Pedagogy; Sociology; Visual arts","score_opus":0.19557559999193666,"score_gpt":0.420992590638965,"score_spread":0.22541699064702833,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3031616814","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00041013164,0.9953873,0.00045096176,0.00070004805,0.0016463712,0.00089999737,0.000018336976,0.000014407966,0.00047242225],"genre_scores_gemma":[0.030049868,0.9672551,0.00056772085,0.00014364588,0.0008457569,0.00004028146,0.000011340578,0.00005409453,0.0010321721],"study_design_codex":"design_other","study_design_gemma":"systematic_review","domain_scores_codex":[0.99588275,0.0014296337,0.0015246042,0.0002442511,0.000738723,0.00018001825],"domain_scores_gemma":[0.9889788,0.0055112164,0.004108614,0.0001874176,0.0011652599,0.000048712944],"candidate_categories":["metaresearch","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.006615331,0.00027099502,0.0011647748,0.00024404122,0.0009074362,0.00021237053,0.0011168959,0.0000872478,0.00013276427],"category_scores_gemma":[0.019123046,0.00016686534,0.0009579848,0.000083629755,0.0002357941,0.00046775,0.00021622214,0.0023338606,0.0000013448036],"study_design_candidate":"systematic_review","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":[0.0001608976,0.00009604366,0.000085390915,0.17879573,0.0022992988,0.0000020604184,0.061567478,0.00031579993,0.000067784014,0.026505886,0.0003528425,0.7297508],"study_design_scores_gemma":[0.00018139089,0.00013653013,0.0000027954654,0.5580964,0.0008272098,0.00003425668,0.0037880044,0.00005695013,0.000009653794,0.00022107369,0.43651107,0.00013467442],"about_ca_topic_score_codex":0.00003643127,"about_ca_topic_score_gemma":0.000008731658,"teacher_disagreement_score":0.7296161,"about_ca_system_score_codex":0.00010253071,"about_ca_system_score_gemma":0.0004347253,"threshold_uncertainty_score":0.9999678},"labels":[],"label_agreement":null},{"id":"W303893171","doi":"10.20429/ijsotl.2012.060106","title":"Creative Differences: Teaching Creativity Across the Disciplines","year":2012,"lang":"en","type":"article","venue":"International Journal for the Scholarship of Teaching and Learning","topic":"Creativity in Education and Neuroscience","field":"Psychology","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":"McMaster University","funders":"","keywords":"Creativity; Psychology; Mathematics education; Creativity technique; Variable (mathematics); Pedagogy; Social psychology; Mathematics","score_opus":0.09479687144742138,"score_gpt":0.465384328088101,"score_spread":0.3705874566406796,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W303893171","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9827123,0.00047893522,0.0062766597,0.0045965207,0.0029518872,0.00011883261,0.000010684996,0.000019897883,0.0028342512],"genre_scores_gemma":[0.9924419,0.00002725182,0.00034717334,0.00022253419,0.0009303568,0.000018212204,0.0000018755709,0.000012073994,0.0059986375],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99752134,0.00141242,0.00026519594,0.0001487889,0.00036311877,0.00028912112],"domain_scores_gemma":[0.99498826,0.004299639,0.0003651084,0.00013870889,0.000120620454,0.00008768249],"candidate_categories":["sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.008490361,0.00012771302,0.00014031181,0.000062412946,0.0028502678,0.00034852157,0.00061900023,0.00004703221,0.00007448261],"category_scores_gemma":[0.005879044,0.00006815356,0.00012285516,0.000045737954,0.00024073517,0.0005234826,0.000120203746,0.002354441,0.000004810257],"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":[0.00019306819,0.00033092865,0.69529915,0.0000061695837,0.0002374482,0.0000010996565,0.12082451,0.0000695612,0.001470605,0.026106903,0.00029275403,0.15516782],"study_design_scores_gemma":[0.0004759666,0.00012034882,0.90283835,0.00010245202,0.000050626062,0.00030572043,0.06981408,0.00025347964,0.000093332805,0.0011484426,0.02465451,0.00014269647],"about_ca_topic_score_codex":0.00016473344,"about_ca_topic_score_gemma":0.000008227727,"teacher_disagreement_score":0.2075392,"about_ca_system_score_codex":0.0000499902,"about_ca_system_score_gemma":0.00001943781,"threshold_uncertainty_score":0.9999472},"labels":[],"label_agreement":null},{"id":"W3108972312","doi":"10.20429/ijsotl.2020.140208","title":"Using Prior Knowledge and Student Engagement to Understand Student Performance in an Undergraduate Learning-to-Learn Course","year":2020,"lang":"en","type":"article","venue":"International Journal for the Scholarship of Teaching and Learning","topic":"Online Learning and Analytics","field":"Computer Science","cited_by":12,"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 Victoria","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Student engagement; Psychology; Mathematics education; Multilevel model; Academic achievement; Medical education; Psychological intervention; Computer science; Medicine","score_opus":0.0860319926180235,"score_gpt":0.4183581297030646,"score_spread":0.3323261370850411,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3108972312","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9210835,0.0002740639,0.06533772,0.012815747,0.00026043467,0.00014366502,5.61329e-7,0.000030305007,0.000053977667],"genre_scores_gemma":[0.98600745,0.00007291699,0.01312225,0.00034044628,0.00022825596,0.0000018713016,8.542024e-7,0.00001687925,0.00020907352],"study_design_codex":"simulation_or_modeling","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.9978465,0.00076116755,0.00035349495,0.00029635898,0.0005040495,0.00023844183],"domain_scores_gemma":[0.99883825,0.00043027246,0.0001999771,0.0001024354,0.00019210995,0.00023696235],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004551136,0.00015330201,0.00019423041,0.00019604406,0.0009182397,0.0007480513,0.0008480806,0.000037958132,0.0000014785136],"category_scores_gemma":[0.0008134155,0.00012325714,0.0000561457,0.0001464233,0.00002888902,0.0005062777,0.0004368696,0.0022186986,0.000002169054],"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":[0.00013742363,0.00023723615,0.3378777,0.000043007465,0.00024242286,0.000018685758,0.07476681,0.41892922,0.0013375574,0.004226924,0.000014881226,0.16216813],"study_design_scores_gemma":[0.0020875842,0.0021754522,0.24193667,0.0007007309,0.00008788777,0.000097560194,0.029065728,0.7138942,0.000059784015,0.0005147765,0.008919907,0.00045970967],"about_ca_topic_score_codex":0.000010584227,"about_ca_topic_score_gemma":0.000010198904,"teacher_disagreement_score":0.29496497,"about_ca_system_score_codex":0.00012863388,"about_ca_system_score_gemma":0.00007452959,"threshold_uncertainty_score":0.9639265},"labels":[],"label_agreement":null},{"id":"W3171674516","doi":"10.20429/ijsotl.2021.150105","title":"The SoTL Body: Identifying and Navigating Points of Entry","year":2021,"lang":"en","type":"article","venue":"International Journal for the Scholarship of Teaching and Learning","topic":"Evaluation of Teaching Practices","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Windsor","funders":"","keywords":"Scholarship of Teaching and Learning; Discipline; Metaphor; Sociology; Scholarship; Field (mathematics); Pedagogy; Engineering ethics; Epistemology; Teaching method; Social science; Philosophy; Political science; Engineering; Linguistics; Teaching and learning center","score_opus":0.09988807997003737,"score_gpt":0.4766383700353384,"score_spread":0.37675029006530103,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3171674516","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95977163,0.0030942133,0.0014783886,0.033723097,0.0010006969,0.00006705383,0.0000014605658,0.000012517009,0.00085096166],"genre_scores_gemma":[0.9945525,0.0008196519,0.003078777,0.00009881117,0.00032801257,0.0000017785754,0.0000012069764,0.000008133273,0.001111137],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9966901,0.002052828,0.0003233123,0.000105289015,0.00069099484,0.00013745719],"domain_scores_gemma":[0.99262387,0.006194179,0.0006190076,0.00006566139,0.00044685614,0.00005043633],"candidate_categories":["metaresearch","sts"],"consensus_categories":[],"category_scores_codex":[0.020814322,0.00006272422,0.00009734275,0.000036437083,0.0035526173,0.000661539,0.00035782723,0.00004208964,0.000014537712],"category_scores_gemma":[0.034830797,0.000043668333,0.000081137485,0.000041029627,0.00016151753,0.0006318656,0.000108217035,0.0018149521,5.600612e-7],"study_design_candidate":"design_other","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":[0.00016964682,0.000074963595,0.15738036,0.000047517235,0.0007905879,0.000010740367,0.07494176,0.00047680797,0.0100724315,0.10906268,0.00017405636,0.64679843],"study_design_scores_gemma":[0.0033238025,0.00024968246,0.1407212,0.0038077112,0.0005285086,0.00068731594,0.43265343,0.005266725,0.0040985835,0.08056475,0.32749128,0.0006070038],"about_ca_topic_score_codex":0.0003277174,"about_ca_topic_score_gemma":0.000075947915,"teacher_disagreement_score":0.6461914,"about_ca_system_score_codex":0.00005235388,"about_ca_system_score_gemma":0.000108295884,"threshold_uncertainty_score":0.9977446},"labels":[],"label_agreement":null},{"id":"W318231564","doi":"10.20429/ijsotl.2012.060222","title":"Influencing Student Beliefs About the Role of the Civil Engineer in Society","year":2012,"lang":"en","type":"article","venue":"International Journal for the Scholarship of Teaching and Learning","topic":"Service-Learning and Community Engagement","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Perspective (graphical); Value (mathematics); Service-learning; Quality (philosophy); Work (physics); Civil society; Service (business); Civil service; Engineering ethics; Knowledge management; Psychology; Engineering; Pedagogy; Public relations; Political science; Computer science; Public service; Business; Epistemology","score_opus":0.02872050949374368,"score_gpt":0.35425693322617907,"score_spread":0.3255364237324354,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W318231564","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9923297,0.0022221217,0.00014826928,0.0026865492,0.0005207863,0.00009368953,6.553576e-7,0.000008586486,0.0019896356],"genre_scores_gemma":[0.9987141,0.00016582898,0.0002273431,0.00020748423,0.00035097075,0.0000047302347,3.597818e-7,0.000007247416,0.00032194774],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9975089,0.0014628785,0.00022972708,0.000050385854,0.0005640195,0.00018412161],"domain_scores_gemma":[0.99792296,0.0015572106,0.0002488602,0.00009859869,0.0001358761,0.00003648469],"candidate_categories":["sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.015438334,0.0000660683,0.000084727144,0.000040610117,0.001985621,0.00014519658,0.0008695351,0.00004251871,0.0000136328235],"category_scores_gemma":[0.0016089111,0.000036656005,0.00013799268,0.00007176588,0.00008715559,0.00025998338,0.00016619923,0.0024509537,5.1386974e-7],"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":[0.000018236737,0.00007649668,0.57293874,0.000008013493,0.0002082949,1.03270764e-7,0.356904,0.0086737145,0.0007736059,0.013874579,0.000021878906,0.046502355],"study_design_scores_gemma":[0.00044663038,0.000033686883,0.5342698,0.00038720042,0.0000483541,0.000008908038,0.3383914,0.0005903151,0.00012983149,0.0012052316,0.12438531,0.00010332392],"about_ca_topic_score_codex":0.0011817506,"about_ca_topic_score_gemma":0.00022000128,"teacher_disagreement_score":0.12436344,"about_ca_system_score_codex":0.00010825347,"about_ca_system_score_gemma":0.00004400161,"threshold_uncertainty_score":0.99985045},"labels":[],"label_agreement":null},{"id":"W3215865284","doi":"10.20429/ijsotl.2021.150205","title":"Effectiveness of Group Work Contracts to Facilitate Collaborative Group Learning and Reduce Anxiety in Traditional Face-to-Face Lecture and Online Distance Education Course Formats","year":2021,"lang":"en","type":"article","venue":"International Journal for the Scholarship of Teaching and Learning","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":26,"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 Guelph","funders":"Natural Sciences and Engineering Research Council of Canada; Directorate for Biological Sciences; University of Guelph","keywords":"Dysfunctional family; Group work; Anxiety; Medical education; Work (physics); Psychology; Face-to-face; Social media; Process (computing); Computer science; Mathematics education; Engineering; Medicine; World Wide Web","score_opus":0.04773777960101977,"score_gpt":0.3957986840403026,"score_spread":0.34806090443928284,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3215865284","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.92238843,0.0023520826,0.07262033,0.0014815177,0.00069640286,0.00026171733,0.0000359216,0.000014308585,0.00014928698],"genre_scores_gemma":[0.98686147,0.00006427769,0.012349514,0.0001258637,0.00014029074,0.000024014678,0.00004952158,0.000021020844,0.00036405143],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9945525,0.00419241,0.0004229216,0.00030509074,0.00030701704,0.00022008664],"domain_scores_gemma":[0.995603,0.003412332,0.00035015334,0.00008141878,0.00044794253,0.000105113904],"candidate_categories":["research_integrity"],"consensus_categories":[],"category_scores_codex":[0.009415915,0.00018332523,0.00031195558,0.00020992881,0.0005625858,0.00014810656,0.00018235549,0.00010024026,0.000010106834],"category_scores_gemma":[0.0054521877,0.00015526086,0.000059431815,0.0002617774,0.000091177426,0.0002714709,0.000060315506,0.0027756924,4.985248e-7],"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":[0.0046008066,0.00075686653,0.23206438,0.00018935736,0.00076148903,0.000015554604,0.07586833,0.013895222,0.04158353,0.017435687,0.00007914123,0.61274964],"study_design_scores_gemma":[0.0018984609,0.00055311935,0.9541865,0.0017579996,0.000056991492,0.0002388568,0.024077663,0.0002771649,0.0002742943,0.001947527,0.014463012,0.0002684238],"about_ca_topic_score_codex":0.00005189911,"about_ca_topic_score_gemma":0.000014420921,"teacher_disagreement_score":0.72212213,"about_ca_system_score_codex":0.00010807422,"about_ca_system_score_gemma":0.000083896695,"threshold_uncertainty_score":0.99952495},"labels":[],"label_agreement":null},{"id":"W3217568678","doi":"10.20429/ijsotl.2021.150215","title":"Phrasing Feedback to Improve Students' Writing in a Large First-Year Humanities Course","year":2021,"lang":"en","type":"article","venue":"International Journal for the Scholarship of Teaching and Learning","topic":"Evaluation of Teaching Practices","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"University of Toronto Mississauga; University of Toronto","keywords":"Gee; Set (abstract data type); Mathematics education; Course (navigation); Computer science; Generalized estimating equation; Psychology; Engineering","score_opus":0.0852459961517388,"score_gpt":0.46565847307848457,"score_spread":0.38041247692674574,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3217568678","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97782904,0.0005004655,0.0016311511,0.017289435,0.0010270035,0.00013917458,0.000004531613,0.000022279733,0.0015569237],"genre_scores_gemma":[0.9926535,0.00009071308,0.004018796,0.00037556098,0.0006446314,0.000006665231,0.0000023613716,0.000014442005,0.0021933361],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9967401,0.0015295533,0.00036970337,0.00016597206,0.00095011055,0.00024454738],"domain_scores_gemma":[0.9961898,0.002890495,0.0003340021,0.00007486323,0.00044274106,0.00006810489],"candidate_categories":["metaresearch","sts","scholarly_communication"],"consensus_categories":[],"category_scores_codex":[0.022002622,0.00008954542,0.00013680659,0.00013801135,0.0025122366,0.0011403396,0.00055367575,0.00005402918,0.00006503816],"category_scores_gemma":[0.02096756,0.000080879305,0.000089064684,0.000070927774,0.000052572912,0.00083318417,0.00015281024,0.0018527962,0.0000044357953],"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":[0.00021403107,0.00033235102,0.756388,0.000033038068,0.00039034904,0.000032238644,0.12850468,0.002664836,0.000965901,0.0537272,0.00016074334,0.05658663],"study_design_scores_gemma":[0.0035769956,0.00022635843,0.2613896,0.0017649664,0.00016876821,0.000093957395,0.51155293,0.0009788262,0.0001728041,0.0058245403,0.21376789,0.00048236307],"about_ca_topic_score_codex":0.0004210078,"about_ca_topic_score_gemma":0.001029339,"teacher_disagreement_score":0.4949984,"about_ca_system_score_codex":0.00019669565,"about_ca_system_score_gemma":0.00013685654,"threshold_uncertainty_score":0.9998966},"labels":[],"label_agreement":null},{"id":"W415698283","doi":"10.20429/ijsotl.2009.030127","title":"(Re)Considering the Scholarship of Learning: Inviting the Elephant in the Room to Tea","year":2009,"lang":"en","type":"article","venue":"International Journal for the Scholarship of Teaching and Learning","topic":"Evaluation of Teaching Practices","field":"Social Sciences","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Guelph","funders":"","keywords":"Scholarship; Scholarship of Teaching and Learning; Sociology; Field (mathematics); Teaching and learning center; Mathematics education; Pedagogy; Teaching method; Psychology; Political science; Mathematics","score_opus":0.14163616862735526,"score_gpt":0.4619994209671904,"score_spread":0.3203632523398351,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W415698283","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.85760856,0.0007505596,0.0009849354,0.13798104,0.00041807044,0.00029726094,8.8088586e-7,0.00002116561,0.0019375507],"genre_scores_gemma":[0.99619645,0.000107631866,0.0011280476,0.0015615458,0.00059180043,0.000009146365,9.4066974e-7,0.000012937424,0.0003914954],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99093395,0.00658037,0.0005848706,0.00018546887,0.0013993855,0.00031592225],"domain_scores_gemma":[0.9875668,0.011049083,0.0008202496,0.0001722678,0.00032704367,0.00006454533],"candidate_categories":["metaresearch","sts","research_integrity"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.06435651,0.00014230423,0.00017506487,0.00018877171,0.004164681,0.0009130985,0.0016536298,0.000073661424,0.000020868041],"category_scores_gemma":[0.061923314,0.00007343783,0.00016238006,0.00017973233,0.00014211592,0.00088628975,0.00010582614,0.0048854304,0.0000026539792],"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":[0.00039188203,0.0001850597,0.1894873,0.000018279334,0.00035741666,0.000011800017,0.32425177,0.057202913,0.0043083522,0.057662606,0.00028600942,0.36583662],"study_design_scores_gemma":[0.001616915,0.0006547637,0.26343006,0.0012973143,0.00024489776,0.00019466359,0.45323703,0.0034522815,0.00043618615,0.030686527,0.24424617,0.00050318625],"about_ca_topic_score_codex":0.0006039533,"about_ca_topic_score_gemma":0.00041363153,"teacher_disagreement_score":0.36533344,"about_ca_system_score_codex":0.00012473018,"about_ca_system_score_gemma":0.00012776826,"threshold_uncertainty_score":0.99741036},"labels":[],"label_agreement":null},{"id":"W4281702425","doi":"10.20429/ijsotl.2022.160207","title":"First Impressions Matter! An Experiment Comparing Autonomous and Controlling Language in Course Syllabi","year":2022,"lang":"en","type":"article","venue":"International Journal for the Scholarship of Teaching and Learning","topic":"Motivation and Self-Concept in Sports","field":"Psychology","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Wilfrid Laurier University; University of Ottawa","funders":"","keywords":"Syllabus; Learner autonomy; Psychology; Autonomy; Feeling; Pedagogy; Class (philosophy); Mathematics education; Reading (process); Language education; Medical education; Social psychology; Medicine; Computer science; Political science","score_opus":0.03245978225865263,"score_gpt":0.37046604386642296,"score_spread":0.3380062616077703,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4281702425","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99501395,0.0013489133,0.0009517676,0.0011063177,0.00082821696,0.000118016884,0.000004493261,0.000014785144,0.00061352685],"genre_scores_gemma":[0.99813825,0.000008538555,0.0006717176,0.00024367815,0.00012193218,0.00002707436,0.0000075621174,0.000013865224,0.00076740846],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9987017,0.00047705846,0.00030527994,0.00014929076,0.00022368008,0.0001429715],"domain_scores_gemma":[0.9990744,0.00048757033,0.00025475808,0.00008323051,0.00004094403,0.00005911721],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002873368,0.0000862376,0.00014473834,0.00012118606,0.0009992862,0.00013081802,0.00025713077,0.000028270511,0.00043785793],"category_scores_gemma":[0.0001646831,0.00007068508,0.000048160295,0.000025606654,0.00003505065,0.00016837764,0.00008903078,0.0014760535,9.576925e-7],"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":[0.0004387211,0.00027007877,0.8473774,0.000008372095,0.00022179158,0.000041347543,0.08905837,0.025481787,0.0009290141,0.0044232355,0.00012480654,0.031625066],"study_design_scores_gemma":[0.0070167007,0.00050947536,0.65308595,0.0002758729,0.00008569442,0.0012467651,0.28172666,0.016749324,0.00004429514,0.00067552674,0.03815322,0.00043053404],"about_ca_topic_score_codex":0.00023731477,"about_ca_topic_score_gemma":0.00001535266,"teacher_disagreement_score":0.19429149,"about_ca_system_score_codex":0.000074173615,"about_ca_system_score_gemma":0.000015636522,"threshold_uncertainty_score":0.7685802},"labels":[],"label_agreement":null},{"id":"W4281780007","doi":"10.20429/ijsotl.2022.160214","title":"TPACK Tried and Tested: Experiences of Post-Secondary Educators During COVID-19 Pandemic","year":2022,"lang":"en","type":"article","venue":"International Journal for the Scholarship of Teaching and Learning","topic":"Digital literacy in education","field":"Computer Science","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"NorQuest College","funders":"","keywords":"Likert scale; Pandemic; Coronavirus disease 2019 (COVID-19); Psychology; Distance education; Medical education; Literacy; Scholarship; Pedagogy; Mathematics education; Medicine; Political science","score_opus":0.030985703258729017,"score_gpt":0.34946401320362636,"score_spread":0.31847830994489734,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4281780007","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99358225,0.00075398956,0.002913261,0.0014441848,0.0011002278,0.000073707975,0.0000052510413,0.000019287027,0.0001078234],"genre_scores_gemma":[0.9972397,0.000017613465,0.0020256569,0.0002630351,0.00009845029,0.0000152345565,0.0000032536445,0.0000065515724,0.0003304748],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99858,0.0004434505,0.0003098865,0.00015783109,0.00039104722,0.00011777989],"domain_scores_gemma":[0.99805146,0.0012265026,0.0004000575,0.00009901692,0.00013022732,0.0000927108],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0035845963,0.0000797461,0.00011000347,0.0002193806,0.0011207501,0.00035399894,0.0007816314,0.00001828401,0.000019693547],"category_scores_gemma":[0.003204409,0.00006422044,0.00006271066,0.00007441824,0.00006540238,0.0009905763,0.0002642012,0.0010754324,1.5926125e-7],"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":[0.00037215019,0.0002442062,0.20643958,0.00012634436,0.0003617029,0.000015449172,0.4453896,0.0048636803,0.011720775,0.015231738,0.00010232895,0.31513244],"study_design_scores_gemma":[0.004800892,0.0018851396,0.20362327,0.0004308302,0.000102074555,0.014010626,0.6612268,0.01054188,0.0018896679,0.030070145,0.07036373,0.0010549168],"about_ca_topic_score_codex":0.00003514001,"about_ca_topic_score_gemma":6.750174e-7,"teacher_disagreement_score":0.31407753,"about_ca_system_score_codex":0.00015081337,"about_ca_system_score_gemma":0.00024477715,"threshold_uncertainty_score":0.86200166},"labels":[],"label_agreement":null},{"id":"W4281787644","doi":"10.20429/ijsotl.2022.160203","title":"Creating a Teaching Community with Graduate Teaching Assistants: A Scholarly Personal Narrative","year":2022,"lang":"en","type":"article","venue":"International Journal for the Scholarship of Teaching and Learning","topic":"Innovative Teaching Methods","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Experiential learning; Context (archaeology); Narrative; Teaching and learning center; Pedagogy; Psychology; Graduate students; Personal narrative; Reflection (computer programming); Process (computing); Teaching method; Medical education; Medicine; Computer science","score_opus":0.12314003337885285,"score_gpt":0.4311643739541043,"score_spread":0.3080243405752514,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4281787644","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9608205,0.0002141482,0.023609469,0.0051243077,0.0008563196,0.00025534266,0.000016242799,0.00008415828,0.009019528],"genre_scores_gemma":[0.96553224,0.000007128692,0.030988405,0.0003938148,0.000554108,0.000032681586,0.000010337139,0.00004292999,0.0024383743],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9700085,0.026866298,0.0005495523,0.0002599227,0.0018635301,0.00045219358],"domain_scores_gemma":[0.9910916,0.007034098,0.0009785835,0.00015255262,0.00061683875,0.0001262996],"candidate_categories":["metaresearch","sts","scholarly_communication","research_integrity"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.09292325,0.0002377427,0.0003084201,0.00037417124,0.040728427,0.0015581351,0.0013424121,0.00006678739,0.000056240595],"category_scores_gemma":[0.031575963,0.00018486576,0.00018360396,0.000145473,0.00032656785,0.0018951489,0.00036520394,0.023287186,3.912294e-7],"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":[0.0007050929,0.0002484373,0.04558775,0.00001887112,0.00080912566,0.000018982935,0.7732046,0.0009501534,0.0026470323,0.055044148,0.00012888836,0.12063691],"study_design_scores_gemma":[0.0018195657,0.00086460414,0.017478678,0.00051027426,0.00013331596,0.0004120246,0.9230007,0.0020711645,0.000030891468,0.0058498965,0.047350794,0.0004780684],"about_ca_topic_score_codex":0.0040992275,"about_ca_topic_score_gemma":0.00013007024,"teacher_disagreement_score":0.14979611,"about_ca_system_score_codex":0.0008219239,"about_ca_system_score_gemma":0.00029627566,"threshold_uncertainty_score":0.99947834},"labels":[],"label_agreement":null},{"id":"W4281864606","doi":"10.20429/ijsotl.2022.160204","title":"A Collaborative Self-Study: Reflections on Convening a SoTL Community of Practice","year":2022,"lang":"en","type":"article","venue":"International Journal for the Scholarship of Teaching and Learning","topic":"Evaluation of Teaching Practices","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Royal Roads University","funders":"","keywords":"Scholarship of Teaching and Learning; Community of practice; Scholarship; Diversity (politics); Value (mathematics); Psychology; Collaborative learning; Sociology; Pedagogy; Political science; Computer science; Teaching method","score_opus":0.15567513216298218,"score_gpt":0.5241208202315063,"score_spread":0.3684456880685241,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4281864606","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9692515,0.00018918449,0.0006692275,0.0201627,0.0011481788,0.00034911066,0.000008517757,0.000043617736,0.008177966],"genre_scores_gemma":[0.99503297,0.000033958564,0.003974907,0.00026413598,0.00017044289,0.000023353503,0.0000019294587,0.000010712828,0.0004875644],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9817187,0.01665749,0.00033476757,0.00009647493,0.0010728001,0.00011973667],"domain_scores_gemma":[0.9851511,0.012954238,0.0010383453,0.0000963995,0.00071422145,0.000045699937],"candidate_categories":["metaresearch","sts","research_integrity"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.046961997,0.000074981144,0.00012984876,0.00019609561,0.009721086,0.00022509278,0.0006124301,0.000027081067,0.000039479222],"category_scores_gemma":[0.043069758,0.00006523999,0.00007616371,0.00014147192,0.0000864538,0.000690518,0.00014297603,0.0045899726,6.454849e-7],"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":[0.001172995,0.0015404734,0.01674061,0.000010326122,0.0014061469,0.000006099584,0.86695176,0.018090945,0.00080009253,0.067876376,0.00022568667,0.025178503],"study_design_scores_gemma":[0.0009611188,0.0011576588,0.0042081196,0.0000583301,0.00017001362,0.00005360014,0.7562412,0.0003376053,0.000022186585,0.0016076601,0.23508185,0.00010068027],"about_ca_topic_score_codex":0.0022359735,"about_ca_topic_score_gemma":0.0001396326,"teacher_disagreement_score":0.23485617,"about_ca_system_score_codex":0.00028189982,"about_ca_system_score_gemma":0.0002499407,"threshold_uncertainty_score":0.9977065},"labels":[],"label_agreement":null},{"id":"W4379469257","doi":"10.20429/ijsotl.2023.17112","title":"A Really Good Example Helps Learning About an Abstract Concept","year":2023,"lang":"en","type":"article","venue":"International Journal for the Scholarship of Teaching and Learning","topic":"Educational Strategies and Epistemologies","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 British Columbia","funders":"","keywords":"Semiotics; Domain (mathematical analysis); Mathematics education; Computer science; Limit (mathematics); Test (biology); Transfer of learning; Psychology; Cognitive science; Epistemology; Artificial intelligence; Mathematics","score_opus":0.0963489784396761,"score_gpt":0.4190290410340105,"score_spread":0.3226800625943344,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4379469257","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9902452,0.0007367494,0.00041446308,0.0020278236,0.0018894859,0.00008833508,0.0000064959345,0.00008660638,0.0045048017],"genre_scores_gemma":[0.99275,0.00010081216,0.00048757502,0.00009041329,0.00084480946,0.0000136706185,0.000040051455,0.000023611845,0.0056490726],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99830776,0.00052575464,0.00036380734,0.0002026926,0.0003359064,0.000264059],"domain_scores_gemma":[0.99719805,0.0020245488,0.0003704728,0.000108249485,0.00021572981,0.000082948005],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005036248,0.00012606019,0.00015291019,0.00015123833,0.0012452255,0.00036579865,0.00051378354,0.00008765316,0.00020174548],"category_scores_gemma":[0.0016770465,0.00009455019,0.000120928504,0.000065393324,0.0000876348,0.00035520268,0.0000598418,0.0021823621,0.000019383191],"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":[0.000778559,0.00027496723,0.2332247,0.000053544725,0.0016114919,0.00007788359,0.056564797,0.025278177,0.0033355553,0.1550357,0.0024201847,0.5213444],"study_design_scores_gemma":[0.0008560561,0.00044269444,0.8496432,0.00017302508,0.00004531431,0.0004112827,0.06065649,0.00057894015,0.000026626965,0.006266384,0.08068377,0.00021626987],"about_ca_topic_score_codex":0.0008415814,"about_ca_topic_score_gemma":0.000017929327,"teacher_disagreement_score":0.6164184,"about_ca_system_score_codex":0.00005166217,"about_ca_system_score_gemma":0.000049964947,"threshold_uncertainty_score":0.9577394},"labels":[],"label_agreement":null},{"id":"W4379469751","doi":"10.20429/ijsotl.2023.17109","title":"It’s Complicated: Instructors’ Perception of their Teaching Roles Online","year":2023,"lang":"en","type":"article","venue":"International Journal for the Scholarship of Teaching and Learning","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":"Facilitator; Conceptualization; Community of inquiry; Online community; Perception; Curriculum; Coronavirus disease 2019 (COVID-19); Online teaching; Psychology; Pedagogy; Mathematics education; Cognition; Medical education; Computer science; Medicine; World Wide Web; Social psychology","score_opus":0.054739219449686974,"score_gpt":0.39597310469572417,"score_spread":0.3412338852460372,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4379469751","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9851714,0.00009574328,0.0007503616,0.012390851,0.00053216965,0.00007781424,0.000011496371,0.000050502214,0.0009196546],"genre_scores_gemma":[0.99493784,0.000244369,0.0031288017,0.000097396536,0.00076776004,0.0000016864063,0.000022260218,0.000014373799,0.0007855318],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9978469,0.0010023878,0.00034784316,0.00012567203,0.00048351928,0.00019368764],"domain_scores_gemma":[0.9979246,0.001318145,0.0003839604,0.00006744905,0.0002435444,0.00006226759],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.008133611,0.000094672505,0.00015760328,0.00023663157,0.0018360917,0.00016943274,0.00051375345,0.00006247303,0.000023038681],"category_scores_gemma":[0.0037954669,0.00006815834,0.00014448004,0.00008499568,0.00012598772,0.0003884334,0.00008275521,0.0021450722,0.000002127206],"study_design_candidate":"design_other","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":[0.000090353904,0.00007128181,0.05575199,0.000018160521,0.00022265462,0.000002384883,0.033369623,0.0025547305,0.008497033,0.007342407,0.00021992727,0.8918595],"study_design_scores_gemma":[0.001142811,0.000250719,0.09127967,0.0008241347,0.00008901594,0.000089490655,0.40203837,0.0082200235,0.00010268456,0.006389927,0.48926964,0.0003035189],"about_ca_topic_score_codex":0.00025444065,"about_ca_topic_score_gemma":0.00008971445,"teacher_disagreement_score":0.8915559,"about_ca_system_score_codex":0.000068508605,"about_ca_system_score_gemma":0.0000886397,"threshold_uncertainty_score":0.9994634},"labels":[],"label_agreement":null},{"id":"W4379471647","doi":"10.20429/ijsotl.2023.17104","title":"Can SoTL Generate High Quality Research while Maintaining its Commitment to Inclusivity?","year":2023,"lang":"en","type":"article","venue":"International Journal for the Scholarship of Teaching and Learning","topic":"Higher Education Practises and Engagement","field":"Social Sciences","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":"Dalhousie University","funders":"","keywords":"Scholarship; Scholarship of Teaching and Learning; Legitimacy; Discipline; Quality (philosophy); Balance (ability); Power (physics); Pillar; Sociology; Political science; Engineering ethics; Public relations; Pedagogy; Psychology; Social science; Epistemology; Teaching method; Engineering; Politics; Law","score_opus":0.2946762286482613,"score_gpt":0.5300278106855807,"score_spread":0.23535158203731937,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4379471647","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8977273,0.00009961315,0.0004973574,0.098768465,0.0015240593,0.00017311379,0.0000077043,0.000032597894,0.0011697748],"genre_scores_gemma":[0.9917572,0.00015810445,0.0007953613,0.0003604836,0.0009467335,0.000021593774,0.0000066317584,0.000011502358,0.0059423475],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9949737,0.0033626244,0.00026829648,0.00014405863,0.0009602012,0.00029111467],"domain_scores_gemma":[0.9961525,0.002921857,0.00016681237,0.00007945133,0.00053154764,0.00014778561],"candidate_categories":["metaresearch","sts"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.04327693,0.00006762419,0.000100859084,0.00023972367,0.0053588324,0.00056082034,0.00050999125,0.000040955118,0.0000688801],"category_scores_gemma":[0.009259486,0.000054574375,0.00007168586,0.00017783913,0.000058383797,0.00028579723,0.00021177772,0.0018303334,0.000016336697],"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":[0.00027451626,0.00017701396,0.030118387,0.00002794554,0.0006802757,0.000016612417,0.22203362,0.023289923,0.005121512,0.4673491,0.008232489,0.24267858],"study_design_scores_gemma":[0.0006088714,0.00017346509,0.050729074,0.00019528567,0.000027923455,0.000009067815,0.12474654,0.00035702166,0.00019127638,0.011536269,0.8112222,0.00020302304],"about_ca_topic_score_codex":0.0023696448,"about_ca_topic_score_gemma":0.0003394371,"teacher_disagreement_score":0.8029897,"about_ca_system_score_codex":0.00032070102,"about_ca_system_score_gemma":0.00015458466,"threshold_uncertainty_score":0.99908596},"labels":[],"label_agreement":null},{"id":"W4389252400","doi":"10.20429/ijsotl.2023.17205","title":"Non-Indigenous Instructors Teaching about Indigenous Content: Reflections and Recommendations from Indigenous Ways of Knowing and Pedagogy","year":2023,"lang":"en","type":"article","venue":"International Journal for the Scholarship of Teaching and Learning","topic":"Educator Training and Historical Pedagogy","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":"Thompson Rivers University","funders":"","keywords":"Indigenous; Pedagogy; Scholarship; Context (archaeology); Teaching method; Sociology; Multiculturalism; Equity (law); Traditional knowledge; Political science; Geography; Ecology","score_opus":0.17773838965890199,"score_gpt":0.4440651846566707,"score_spread":0.26632679499776873,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4389252400","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9917143,0.0009929412,0.0008265207,0.0042699277,0.0013202709,0.00016238385,0.000019542309,0.000046993075,0.0006471195],"genre_scores_gemma":[0.99586344,0.0006060466,0.0020283738,0.00019530888,0.00072823983,0.000007834196,0.00001612503,0.000021425607,0.00053319905],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99812514,0.0005573246,0.0004296069,0.000203729,0.00037700022,0.00030718374],"domain_scores_gemma":[0.99719685,0.0019763182,0.00041752547,0.00008026328,0.00019752419,0.00013152265],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0047754915,0.00012931143,0.00023268134,0.0003756561,0.0055456753,0.00027190894,0.00033909472,0.00012835629,0.000009395646],"category_scores_gemma":[0.0027568487,0.00011267722,0.00009470243,0.0001005376,0.00021456523,0.00037012424,0.00006038977,0.0022907804,0.0000010025633],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004879541,0.000048623948,0.09991024,0.000017073387,0.00031333131,0.000004866164,0.6695823,0.00007734613,0.0017999568,0.0020517984,0.000051060477,0.22609462],"study_design_scores_gemma":[0.0017925721,0.00060604967,0.13628787,0.00073575496,0.0002886211,0.00018652677,0.6667054,0.00017715042,0.000119144766,0.010536226,0.18200941,0.0005552529],"about_ca_topic_score_codex":0.010951367,"about_ca_topic_score_gemma":0.00076241663,"teacher_disagreement_score":0.22553936,"about_ca_system_score_codex":0.00017546337,"about_ca_system_score_gemma":0.0002382435,"threshold_uncertainty_score":0.995749},"labels":[],"label_agreement":null},{"id":"W4389252508","doi":"10.20429/ijsotl.2023.17206","title":"Tri-Party Collaborative Course Design: Proposal of a Framework for Higher Education Courses","year":2023,"lang":"en","type":"article","venue":"International Journal for the Scholarship of Teaching and Learning","topic":"Higher Education Practises and Engagement","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Toronto","funders":"University of Toronto Mississauga; University of Toronto","keywords":"Stakeholder; Course (navigation); Class (philosophy); Focus group; Qualitative property; Qualitative research; Engineering management; Medical education; Mathematics education; Computer science; Engineering; Psychology; Political science; Sociology; Public relations; Business; Marketing; Medicine","score_opus":0.10499730473827433,"score_gpt":0.46859661582442763,"score_spread":0.3635993110861533,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4389252508","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7286321,0.0031045987,0.08140934,0.16384125,0.018151116,0.0019741221,0.0000532089,0.0001304158,0.002703876],"genre_scores_gemma":[0.9691982,0.00022099717,0.023537045,0.00010853543,0.0008424959,0.000047015543,0.00000646684,0.000011179951,0.006028054],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99828804,0.00086277473,0.0002336173,0.00009351235,0.00038757437,0.00013446325],"domain_scores_gemma":[0.9955373,0.0033057844,0.00039908607,0.000050214618,0.0006499445,0.0000576857],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.007937129,0.00006434503,0.000104191924,0.00010033245,0.0014046921,0.00019993435,0.00026752602,0.000056098146,0.000051990195],"category_scores_gemma":[0.0045899996,0.00004894581,0.00007232536,0.00012231909,0.000091715476,0.00034272848,0.000020125563,0.00070304493,0.0000016462324],"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":[0.00061496306,0.0003764802,0.013212165,0.00004608945,0.00070165325,9.326091e-7,0.05670398,0.0045471345,0.0007562299,0.75526685,0.011855385,0.15591814],"study_design_scores_gemma":[0.00089245447,0.00036598946,0.022904329,0.0004919415,0.00019839134,0.000006535665,0.11081352,0.0003355042,0.0002571469,0.116171844,0.74735737,0.00020498534],"about_ca_topic_score_codex":0.000075508775,"about_ca_topic_score_gemma":0.0000057532075,"teacher_disagreement_score":0.73550195,"about_ca_system_score_codex":0.00007364044,"about_ca_system_score_gemma":0.0006734159,"threshold_uncertainty_score":0.99989533},"labels":[],"label_agreement":null},{"id":"W58749058","doi":"10.20429/ijsotl.2008.020220","title":"&lt;b&gt;Personal Reflection:&lt;/b&gt; What If...?","year":2008,"lang":"en","type":"article","venue":"International Journal for the Scholarship of Teaching and Learning","topic":"Teacher Education and Leadership Studies","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 Saskatchewan","funders":"","keywords":"Reflection (computer programming); Psychology; Pedagogy; Mathematics education; Sociology; Media studies; Computer science","score_opus":0.1399208710420628,"score_gpt":0.4203438444153069,"score_spread":0.2804229733732441,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W58749058","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.874226,0.007261073,0.001931387,0.10623099,0.0053991713,0.00018128082,0.0000020262728,0.000082472,0.0046856552],"genre_scores_gemma":[0.9861319,0.0019067399,0.00094529596,0.00043337495,0.0018753838,0.000008198334,0.0000024740314,0.000014810228,0.008681806],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99761623,0.0009724698,0.0002874569,0.0001669339,0.00070182636,0.00025507365],"domain_scores_gemma":[0.99803615,0.0011898637,0.00029335896,0.00006294264,0.00030221124,0.00011545585],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0049485294,0.000120063225,0.00014953515,0.00016611262,0.0040599694,0.0004900327,0.00043377356,0.00008415348,0.00009078769],"category_scores_gemma":[0.0034633449,0.00009450995,0.00016992989,0.00008806736,0.00030737647,0.0010298173,0.000041391322,0.0015971571,0.000006417496],"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":[0.00028972523,0.00019880907,0.044097174,0.000018302464,0.00076547894,0.000013183911,0.7077004,0.00026123843,0.0031332206,0.02770627,0.0029084203,0.21290784],"study_design_scores_gemma":[0.0007738749,0.000115098774,0.038640164,0.0002440491,0.000059515238,0.00026698783,0.21053948,0.00016667663,0.000051638977,0.0017722095,0.7471306,0.00023973743],"about_ca_topic_score_codex":0.00004382491,"about_ca_topic_score_gemma":0.000041720636,"teacher_disagreement_score":0.74422216,"about_ca_system_score_codex":0.00015311204,"about_ca_system_score_gemma":0.00014371164,"threshold_uncertainty_score":0.9972366},"labels":[],"label_agreement":null},{"id":"W88339595","doi":"10.20429/ijsotl.2010.040110","title":"Active Learning in Introductory Economics: Do MyEconLab and Aplia Make Any Difference?","year":2010,"lang":"en","type":"article","venue":"International Journal for the Scholarship of Teaching and Learning","topic":"Innovations in Educational Methods","field":"Social Sciences","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":"University of Waterloo","funders":"","keywords":"Mathematics education; Active learning (machine learning); Component (thermodynamics); Class (philosophy); The Internet; Educational technology; Process (computing); Significant difference; Computer science; Scheme (mathematics); Psychology; Mathematics; Artificial intelligence; World Wide Web; Statistics; Physics","score_opus":0.03222372468859767,"score_gpt":0.3959565477949452,"score_spread":0.3637328231063475,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W88339595","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98983335,0.00013581626,0.0004540573,0.0055528977,0.0024979135,0.000092722636,0.0000021756064,0.000011817867,0.0014192531],"genre_scores_gemma":[0.9876234,0.00013145019,0.00938405,0.000086516506,0.0013716116,0.000008037707,0.0000021496617,0.000010919781,0.0013818712],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9984352,0.0007389783,0.00028590817,0.00016074095,0.00020752354,0.00017163061],"domain_scores_gemma":[0.99698514,0.0022980266,0.00031519574,0.00006230926,0.00028475033,0.000054586155],"candidate_categories":["metaresearch","sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.009552279,0.000086689666,0.00012320062,0.00025723135,0.0013731248,0.00035366378,0.0003648712,0.00008450604,0.00003227442],"category_scores_gemma":[0.013608426,0.00007420163,0.000044255597,0.000061813575,0.0002191517,0.00034876802,0.00006181875,0.0033386173,7.81229e-7],"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":[0.00008409691,0.000040230825,0.22113337,0.000005709578,0.0000931361,7.079424e-7,0.020000802,0.00026837454,0.0030394164,0.14947398,0.000012116825,0.6058481],"study_design_scores_gemma":[0.0008651496,0.00008285202,0.75455976,0.00014298166,0.000030349216,0.00006312663,0.047719166,0.00082443276,0.000119634475,0.06258854,0.13274354,0.0002604914],"about_ca_topic_score_codex":0.00028938495,"about_ca_topic_score_gemma":0.0002496234,"teacher_disagreement_score":0.60558754,"about_ca_system_score_codex":0.00012604918,"about_ca_system_score_gemma":0.00015986351,"threshold_uncertainty_score":0.9999269},"labels":[],"label_agreement":null},{"id":"W93951586","doi":"10.20429/ijsotl.2011.050123","title":"The Relationship between Scholarly Teaching and SoTL: Models, Distinctions, and Clarifications","year":2011,"lang":"en","type":"article","venue":"International Journal for the Scholarship of Teaching and Learning","topic":"Evaluation of Teaching Practices","field":"Social Sciences","cited_by":151,"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":"Reflexivity; Conceptual model; Sociology; Epistemology; Management science; Computer science; Knowledge management; Social science; Economics; Philosophy","score_opus":0.32538081568446026,"score_gpt":0.45729053222358734,"score_spread":0.1319097165391271,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W93951586","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.92814404,0.0023892308,0.02888795,0.034910683,0.00071161345,0.00027072814,0.0000073099,0.0000658943,0.0046125352],"genre_scores_gemma":[0.9879969,0.00025912776,0.009669977,0.00008219941,0.00040682356,0.00001060889,0.0000035702774,0.000015448208,0.0015553695],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9951446,0.0034914252,0.0003935076,0.00018043503,0.0006007018,0.00018935002],"domain_scores_gemma":[0.985896,0.013005637,0.000553105,0.000115805786,0.00031211844,0.00011732431],"candidate_categories":["metaresearch","sts","scholarly_communication","research_integrity"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.032801453,0.00010848348,0.000112362555,0.00013929691,0.013841843,0.0015360941,0.00050737476,0.00009932914,0.0000053280232],"category_scores_gemma":[0.050486784,0.00007625771,0.00006580042,0.000046303514,0.0003158175,0.0027713655,0.00009932677,0.0044290223,0.0000011519526],"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":[0.000050086026,0.000023361445,0.41067886,0.000005365102,0.00014962605,4.0834104e-7,0.028905619,0.00007162553,0.000026663987,0.46549523,0.00005206329,0.09454107],"study_design_scores_gemma":[0.00058263016,0.00009924858,0.7239223,0.00018024439,0.00022835324,0.00005968138,0.041227512,0.0014545433,0.0000035831006,0.16159067,0.070441715,0.00020948914],"about_ca_topic_score_codex":0.0012843038,"about_ca_topic_score_gemma":0.00012979633,"teacher_disagreement_score":0.31324348,"about_ca_system_score_codex":0.00008470508,"about_ca_system_score_gemma":0.000089057576,"threshold_uncertainty_score":0.9995004},"labels":[],"label_agreement":null}]}