{"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":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.013170958,0.014629592,0.051921163,0.5437251,0.010642882,0.00010474338,0.00009456145,0.00047989763,0.36523116],"genre_scores_gemma":[0.66398245,0.011035299,0.04547676,0.1432479,0.0048553483,0.00025792044,0.00013634235,0.0012049534,0.12980305],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9831092,0.011077363,0.00034015247,0.001139855,0.0031215574,0.0012120601],"domain_scores_gemma":[0.9813017,0.009046936,0.0008749119,0.0025735665,0.0031862755,0.0030165524],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013118666,0.0009597194,0.0008298015,0.0019795839,0.013283771,0.023505447,0.0018991133,0.009211002,0.008527531],"category_scores_gemma":[0.020339916,0.0005064998,0.00068468536,0.0016188857,0.074997194,0.029326541,0.012108442,0.02065149,0.0048079137],"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":[0.000032282685,0.000022390923,0.00018282062,0.00012459866,0.0000063186017,0.0002141707,0.04113315,0.000087923145,0.00031653978,0.9060849,0.039614674,0.01218029],"study_design_scores_gemma":[0.000013427586,0.000049941802,0.00019556082,0.0005019027,0.000005436702,0.00037346527,0.033277504,0.00016603839,0.0005699512,0.39747936,0.5673263,0.000041219457],"about_ca_topic_score_codex":0.0037968536,"about_ca_topic_score_gemma":0.007917619,"teacher_disagreement_score":0.023505447,"about_ca_system_score_codex":0.0056696315,"about_ca_system_score_gemma":0.010514193,"threshold_uncertainty_score":0.06937897},"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":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9681603,0.0004501871,0.015843164,0.005243779,0.00014548753,0.0008047062,0.000073594616,0.00008604608,0.009192763],"genre_scores_gemma":[0.9802946,0.000608231,0.011046745,0.001232264,0.00009671473,0.0008026559,0.00004308964,0.00004215526,0.005833599],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.97084326,0.023070797,0.0006576048,0.0015007794,0.0016964502,0.002231115],"domain_scores_gemma":[0.9625094,0.025726404,0.0026425608,0.0020281428,0.0019942485,0.0050992426],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.028128933,0.0008927734,0.0009919892,0.0015936185,0.0127277635,0.005765624,0.0043595643,0.005633715,0.0035515775],"category_scores_gemma":[0.032558836,0.0009049442,0.0008827119,0.0017293682,0.009786966,0.0044563394,0.009468506,0.005072504,0.00077085895],"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":[0.00009655562,0.00064785726,0.0049556256,0.00018786665,0.0000132454215,0.008753396,0.96232885,0.00015358563,0.0022402217,0.0034390432,0.0011759334,0.01600779],"study_design_scores_gemma":[0.00004213748,0.0006142441,0.0019530337,0.00025963827,0.000016463095,0.007210768,0.96089363,0.00056166376,0.0020162072,0.0013097065,0.025075665,0.000046890804],"about_ca_topic_score_codex":0.0017378987,"about_ca_topic_score_gemma":0.00484756,"teacher_disagreement_score":0.028128933,"about_ca_system_score_codex":0.0045662504,"about_ca_system_score_gemma":0.004234351,"threshold_uncertainty_score":0.14876181},"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":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.09216992,0.068852514,0.21100494,0.5379433,0.009739991,0.0003591482,0.00012671437,0.0005935408,0.079209924],"genre_scores_gemma":[0.749134,0.031319126,0.1607966,0.047651194,0.0047100238,0.0007285725,0.0001352912,0.0003651389,0.0051599983],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9120107,0.067897655,0.0028465618,0.0060435236,0.008259882,0.0029417006],"domain_scores_gemma":[0.7208972,0.22871521,0.0063182306,0.029107466,0.009186114,0.0057757385],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.12348429,0.0022102725,0.0038612888,0.012329421,0.010518902,0.040426776,0.008261758,0.014358838,0.00563223],"category_scores_gemma":[0.111290246,0.0018792928,0.00219773,0.006606393,0.11583842,0.093221225,0.036288798,0.023984136,0.0014409203],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000705048,0.00023537308,0.0017728921,0.0010032988,0.00013945499,0.0003431751,0.086855896,0.0011503255,0.0006340012,0.8300283,0.0041357535,0.07363108],"study_design_scores_gemma":[0.000034365126,0.000065542255,0.00034556745,0.00110655,0.0000504074,0.0000802464,0.032536484,0.00094508164,0.00034505632,0.9267355,0.037717443,0.000037736445],"about_ca_topic_score_codex":0.0021165272,"about_ca_topic_score_gemma":0.0031653107,"teacher_disagreement_score":0.12348429,"about_ca_system_score_codex":0.012433694,"about_ca_system_score_gemma":0.019604057,"threshold_uncertainty_score":0.6530552},"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":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9958978,0.00031614988,0.0005634006,0.0002120988,0.000060174945,0.0012625,0.000047375586,0.000017070684,0.0016232778],"genre_scores_gemma":[0.99267876,0.0004828422,0.0019749263,0.00029228273,0.00007615058,0.0031066593,0.000058565856,0.0000101171445,0.0013196655],"study_design_codex":"nonrandomized_trial","study_design_gemma":"observational","domain_scores_codex":[0.9767495,0.017961606,0.0010673943,0.0012920356,0.002039662,0.0008898817],"domain_scores_gemma":[0.8270279,0.14475942,0.011658891,0.008800597,0.0028312171,0.004921976],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.035751216,0.00046260358,0.0011362138,0.0006983748,0.0018383005,0.0017718897,0.0014523123,0.0016510786,0.005969144],"category_scores_gemma":[0.07897897,0.0008944878,0.00071181386,0.0005704851,0.0030074827,0.001988989,0.0014577196,0.0016707806,0.0009829866],"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":[0.05526659,0.5744496,0.06806898,0.0033408015,0.0007773936,0.00068806123,0.073960155,0.0006695943,0.00963802,0.0027284152,0.0014805967,0.20893171],"study_design_scores_gemma":[0.044125162,0.56495297,0.3143568,0.0018589118,0.0009950626,0.00059033046,0.037032306,0.0018202472,0.008714714,0.00399013,0.021271823,0.00029160405],"about_ca_topic_score_codex":0.0011881285,"about_ca_topic_score_gemma":0.0013412174,"teacher_disagreement_score":0.035751216,"about_ca_system_score_codex":0.00086250383,"about_ca_system_score_gemma":0.0029043783,"threshold_uncertainty_score":0.18907273},"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":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95492953,0.0059677423,0.005133728,0.014207782,0.00053296436,0.00044486142,0.00062807056,0.00016014614,0.017995184],"genre_scores_gemma":[0.9945378,0.0003563339,0.0018584821,0.0009254091,0.00024955266,0.00022586675,0.00016885545,0.000079606194,0.0015980245],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.98078704,0.009961542,0.0012207504,0.001919663,0.0051907427,0.0009202316],"domain_scores_gemma":[0.83706653,0.11830759,0.024858307,0.0040899115,0.0058512497,0.00982638],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.026134092,0.00038966924,0.0012811286,0.0014096266,0.0014256964,0.0041385447,0.0023647791,0.0013469254,0.0099402005],"category_scores_gemma":[0.12036435,0.0002656851,0.001257994,0.0020354688,0.0023340397,0.003888392,0.002364849,0.0018757222,0.0011234216],"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":[0.0015103578,0.00081874675,0.87311554,0.00046868843,0.00091778353,0.00022605891,0.0039441544,0.00018860478,0.0010344151,0.0012156105,0.005282875,0.1112772],"study_design_scores_gemma":[0.00013893393,0.0014263594,0.98449326,0.0005344978,0.00031081622,0.00017734604,0.0050456733,0.00070476474,0.0005133968,0.002519157,0.004083781,0.000051904277],"about_ca_topic_score_codex":0.0022848013,"about_ca_topic_score_gemma":0.0037073107,"teacher_disagreement_score":0.026134092,"about_ca_system_score_codex":0.0020911163,"about_ca_system_score_gemma":0.0025033562,"threshold_uncertainty_score":0.1382119},"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":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.92081845,0.00017109168,0.058023185,0.0004977659,0.000102152415,0.014656442,0.00013908808,0.00029825667,0.0052935416],"genre_scores_gemma":[0.62728035,0.00031780833,0.34876376,0.00031974804,0.00006572555,0.01730143,0.00030812103,0.000051491304,0.0055916104],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9980635,0.0010229275,0.00012258934,0.00022873191,0.0003396162,0.00022275209],"domain_scores_gemma":[0.99513763,0.0024693308,0.00040488216,0.0006179232,0.0005615274,0.0008087637],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0067905397,0.00055693043,0.00030981613,0.0007936054,0.00067096954,0.00089647446,0.0012306331,0.00071226,0.0031768207],"category_scores_gemma":[0.011632692,0.00029319362,0.00035088774,0.00037485975,0.00055100117,0.0005484808,0.0010538674,0.0007882914,0.00072983885],"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":[0.0025195025,0.03439255,0.03147198,0.0009522914,0.000052291405,0.00048787153,0.017033901,0.005391549,0.06974698,0.0039783176,0.0038896324,0.8300832],"study_design_scores_gemma":[0.01289915,0.18726917,0.27656114,0.0013434853,0.00055427145,0.002711946,0.020345999,0.035736937,0.239995,0.029841794,0.1922689,0.0004722119],"about_ca_topic_score_codex":0.00041380612,"about_ca_topic_score_gemma":0.0008705093,"teacher_disagreement_score":0.0067905397,"about_ca_system_score_codex":0.0011076576,"about_ca_system_score_gemma":0.0019199755,"threshold_uncertainty_score":0.035912216},"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":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.06161313,0.05498761,0.13774686,0.09289522,0.0036612244,0.000227994,0.000054324995,0.00023485493,0.64857876],"genre_scores_gemma":[0.8914755,0.01790589,0.049018733,0.005964646,0.0012417563,0.00042318835,0.00003942283,0.00012735558,0.033803415],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9732134,0.017349072,0.0011299719,0.0017047721,0.0049572093,0.0016455639],"domain_scores_gemma":[0.97902316,0.012741145,0.0019371166,0.0026783843,0.0016632021,0.0019569483],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.014243153,0.000781674,0.0010391194,0.0026290896,0.007894348,0.023527928,0.0019421071,0.004438057,0.0043532806],"category_scores_gemma":[0.018783912,0.00053342915,0.0009433743,0.0021616884,0.06001757,0.030667542,0.016842458,0.008487346,0.0009359568],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000013392978,0.000035205696,0.00071060687,0.00023360255,0.00001683254,0.00016842617,0.05589311,0.00020523585,0.00016199502,0.9090497,0.0018464429,0.03166545],"study_design_scores_gemma":[0.000011135491,0.000051226238,0.0005708902,0.0009557497,0.000017512673,0.00063607155,0.033855896,0.00031806203,0.000343327,0.8060996,0.15709415,0.000046399207],"about_ca_topic_score_codex":0.0014176408,"about_ca_topic_score_gemma":0.0020639924,"teacher_disagreement_score":0.023527928,"about_ca_system_score_codex":0.0043509044,"about_ca_system_score_gemma":0.006858274,"threshold_uncertainty_score":0.07532591},"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":"methods","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":"methods","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9913025,0.00016025524,0.0003565795,0.0020096265,0.00007394141,0.00006187895,0.000026257654,0.000030208543,0.0059787086],"genre_scores_gemma":[0.9900005,0.00022559425,0.00042672394,0.00060402765,0.000027393826,0.000055324123,0.000043557873,0.000041153336,0.008575733],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9941673,0.0022505908,0.00009707225,0.00042589215,0.00077595277,0.0022831785],"domain_scores_gemma":[0.99223375,0.0005447187,0.00027903137,0.00018326884,0.0006285922,0.006130693],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.004611069,0.00070766796,0.00078911363,0.001009509,0.030566422,0.005292398,0.0029506218,0.002287886,0.005832681],"category_scores_gemma":[0.0068118502,0.0005333432,0.0005180405,0.0016447526,0.010296942,0.0027267972,0.012005177,0.0043389588,0.0005413866],"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":[0.000090559755,0.00024614486,0.006701867,0.000056634217,0.000007995213,0.00089485885,0.9735624,0.00008094285,0.0026651411,0.0016053142,0.002423066,0.011665146],"study_design_scores_gemma":[0.000013750842,0.00025410362,0.0061935056,0.000029569239,0.0000071187146,0.0002194301,0.96055573,0.0001400936,0.0007683605,0.00019051113,0.03158799,0.000039870323],"about_ca_topic_score_codex":0.2225325,"about_ca_topic_score_gemma":0.465712,"teacher_disagreement_score":0.9953889,"about_ca_system_score_codex":0.021041078,"about_ca_system_score_gemma":0.024645533,"threshold_uncertainty_score":0.44247448},"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":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.86818004,0.0028581386,0.0142899845,0.05610628,0.00094545423,0.0002010755,0.000058580295,0.00016384969,0.05719669],"genre_scores_gemma":[0.984014,0.0015887397,0.004326155,0.0032976354,0.00009276567,0.00009422131,0.00005438066,0.00009385048,0.0064382013],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9868766,0.009081346,0.000356814,0.00071335107,0.0012795739,0.0016922872],"domain_scores_gemma":[0.9862525,0.006724367,0.0010082565,0.0005826435,0.0013513236,0.004080811],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010553959,0.00045592393,0.00061471184,0.0014171401,0.014414757,0.014799292,0.0017438185,0.0032589221,0.0049800198],"category_scores_gemma":[0.025866177,0.00043965867,0.00062418496,0.0012138688,0.018629698,0.013072361,0.0182171,0.0071108704,0.00092251017],"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":[0.00005370949,0.000084681706,0.0030638976,0.00019571054,0.000010594843,0.0017788312,0.9419859,0.000121265664,0.0011549428,0.028540408,0.0030046361,0.020005308],"study_design_scores_gemma":[0.000004113967,0.000057187815,0.00069372164,0.00014718772,0.0000041535463,0.0004543084,0.93862164,0.00010582048,0.00027476027,0.009098134,0.050522044,0.00001703979],"about_ca_topic_score_codex":0.0028602416,"about_ca_topic_score_gemma":0.0048844805,"teacher_disagreement_score":0.014799292,"about_ca_system_score_codex":0.003587526,"about_ca_system_score_gemma":0.006721814,"threshold_uncertainty_score":0.05581534},"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":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99904484,0.00004325379,0.000048615682,0.0001829268,0.0000072216253,0.0000029257749,0.000005090428,0.0000016099169,0.00066346186],"genre_scores_gemma":[0.9995441,0.000028401033,0.00003746267,0.000056052806,0.000008477733,0.000003050881,0.0000055663854,8.4585974e-7,0.00031613064],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996151,0.00012096564,0.000017383198,0.000056417462,0.0000984658,0.0000916332],"domain_scores_gemma":[0.994204,0.0010954326,0.0022270384,0.00017260804,0.00042590703,0.0018749877],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009718668,0.0000898006,0.00019585146,0.0005896259,0.0004886404,0.0016277729,0.0002761284,0.00056527054,0.0025215994],"category_scores_gemma":[0.0061235647,0.00012362847,0.00011403753,0.00029940018,0.00066857715,0.0005915801,0.00039609932,0.00058712426,0.00027365878],"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":[0.00011610825,0.0006967797,0.95084184,0.000029770134,0.00003078828,0.00025164936,0.008887131,0.000038064598,0.001589949,0.0008166404,0.00053173315,0.036169622],"study_design_scores_gemma":[0.000033478227,0.00022423691,0.9802392,0.000026174543,0.00001671744,0.00030737132,0.015161202,0.0002293379,0.00044879748,0.0011602528,0.0021377562,0.000015541378],"about_ca_topic_score_codex":0.00081293494,"about_ca_topic_score_gemma":0.00146371,"teacher_disagreement_score":0.0025215994,"about_ca_system_score_codex":0.000242337,"about_ca_system_score_gemma":0.00047066194,"threshold_uncertainty_score":0.008435607},"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":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00035303863,0.99823785,0.00018506909,0.00030449245,0.00013430386,0.000103802464,0.000057705118,0.000005188881,0.00061858865],"genre_scores_gemma":[0.0047318824,0.99399287,0.0005207824,0.00029577495,0.000048662765,0.00021049508,0.000076214674,0.0000065836102,0.00011679414],"study_design_codex":"systematic_review","study_design_gemma":"systematic_review","domain_scores_codex":[0.9921497,0.0031272366,0.0023023386,0.00055831653,0.0016670398,0.00019533983],"domain_scores_gemma":[0.95556337,0.03560604,0.0034320992,0.0008332361,0.004217548,0.00034765547],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013923386,0.0011865636,0.0030509257,0.014587417,0.0010552065,0.0035724402,0.0017780217,0.0022930729,0.0028876774],"category_scores_gemma":[0.051378917,0.00085261906,0.0024057971,0.013491401,0.001792191,0.0035428603,0.0023094038,0.0018161684,0.00064854755],"study_design_candidate":"systematic_review","study_design_consensus":"systematic_review","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009384718,0.000043641157,0.00045726754,0.53538805,0.00084901304,0.0001472781,0.0016217018,0.00014689978,0.0003825459,0.0019493297,0.0058341855,0.4530863],"study_design_scores_gemma":[0.000021260275,0.000103878825,0.002191331,0.8846226,0.0027277772,0.00042638066,0.0014165727,0.00007789727,0.0003058111,0.00068851374,0.10738945,0.000028612976],"about_ca_topic_score_codex":0.010379518,"about_ca_topic_score_gemma":0.023143291,"teacher_disagreement_score":0.014587417,"about_ca_system_score_codex":0.002998678,"about_ca_system_score_gemma":0.015585667,"threshold_uncertainty_score":0.0736348},"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":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.81289047,0.003580723,0.032531664,0.018430328,0.0005762241,0.0004105755,0.000028855116,0.00015704849,0.13139407],"genre_scores_gemma":[0.97926235,0.00077800325,0.01432389,0.0017945267,0.00007694354,0.00021615725,0.000017698112,0.000022883585,0.0035075233],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9923993,0.004037962,0.00032560498,0.00078558066,0.0016784677,0.0007731971],"domain_scores_gemma":[0.9872361,0.0069255107,0.0010622899,0.0013333616,0.00063115853,0.0028116186],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009027831,0.00029597065,0.0004249553,0.0018301489,0.004077098,0.007351565,0.001729239,0.0012084007,0.0046088896],"category_scores_gemma":[0.01925708,0.00031174676,0.00071907573,0.002068097,0.0067640143,0.005265139,0.011775734,0.004028233,0.0004476652],"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":[0.00018851293,0.0017617588,0.036619943,0.00069251884,0.000052390747,0.00073823315,0.30419287,0.00064528524,0.005584934,0.10911749,0.0038599544,0.53654605],"study_design_scores_gemma":[0.00056889124,0.0018494672,0.09498906,0.0020057664,0.00013157562,0.002561587,0.33611634,0.0024951492,0.008557432,0.40109137,0.14952336,0.000109937646],"about_ca_topic_score_codex":0.0011093768,"about_ca_topic_score_gemma":0.0025233184,"teacher_disagreement_score":0.009027831,"about_ca_system_score_codex":0.0036209146,"about_ca_system_score_gemma":0.0073163165,"threshold_uncertainty_score":0.047744274},"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":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.996992,0.00007348174,0.0008829649,0.00008989572,0.000004117785,0.000018343808,0.00006315666,0.000010563802,0.0018654107],"genre_scores_gemma":[0.99918014,0.000042190528,0.00031252124,0.000015791617,0.0000050274825,0.000012935498,0.000076174634,0.0000025950637,0.00035270577],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99830544,0.0005444943,0.00012495917,0.00023037074,0.00052094477,0.00027381923],"domain_scores_gemma":[0.9800412,0.009435233,0.0054835253,0.0009504705,0.0011317016,0.0029578155],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025628582,0.00045503062,0.00045803143,0.0021735623,0.00063602393,0.0027517395,0.0006056747,0.00072988647,0.002868532],"category_scores_gemma":[0.029156748,0.00021397932,0.00041379983,0.0011283907,0.0005577522,0.0024947168,0.0018998863,0.0014121184,0.0006734084],"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":[0.0001147713,0.0013294304,0.9733421,0.000026330039,0.000079491714,0.00005856747,0.0021666694,0.0006287536,0.0005129685,0.00026655445,0.00016429572,0.021310048],"study_design_scores_gemma":[0.000004491794,0.0003762361,0.992728,0.000042159274,0.000019892726,0.000055332563,0.0020061717,0.0029182138,0.0003137833,0.0009888198,0.00052683114,0.000020028909],"about_ca_topic_score_codex":0.003902743,"about_ca_topic_score_gemma":0.0073762187,"teacher_disagreement_score":0.003902743,"about_ca_system_score_codex":0.0007838689,"about_ca_system_score_gemma":0.0007962939,"threshold_uncertainty_score":0.013553917},"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":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.51645523,0.002782498,0.30265415,0.018296296,0.00045059144,0.0007138832,0.0002572991,0.00082095154,0.15756904],"genre_scores_gemma":[0.9061992,0.0009988692,0.08196382,0.0006068944,0.000041804287,0.00035098303,0.0001486588,0.0002974794,0.009392305],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9829694,0.011360874,0.00074435305,0.0014410587,0.002259105,0.0012252041],"domain_scores_gemma":[0.9567978,0.028176645,0.004766785,0.004170188,0.003930942,0.002157694],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.020579727,0.0006623732,0.0007885612,0.007424215,0.0071609775,0.021870758,0.0022740795,0.0039435728,0.0073780906],"category_scores_gemma":[0.052400623,0.00070355425,0.000908063,0.0041679284,0.023834163,0.024250245,0.025502708,0.0039805286,0.0017984915],"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":[0.00011088297,0.000060092298,0.01426434,0.00041449844,0.000015579912,0.00091558,0.70818806,0.00034047395,0.0027033153,0.19623032,0.0021087471,0.074648105],"study_design_scores_gemma":[0.000029677385,0.00018585498,0.008374669,0.0019260718,0.00003655983,0.0007506238,0.64530134,0.002556246,0.0027423038,0.21612428,0.121878296,0.00009401658],"about_ca_topic_score_codex":0.002499128,"about_ca_topic_score_gemma":0.002582896,"teacher_disagreement_score":0.021870758,"about_ca_system_score_codex":0.0039204266,"about_ca_system_score_gemma":0.0075576417,"threshold_uncertainty_score":0.10883731},"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":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9977774,0.000018787017,0.0001425187,0.00016385148,0.0000035719984,0.0000056067483,0.0000030910564,0.0000020802067,0.0018831128],"genre_scores_gemma":[0.99954706,0.000025751795,0.000050311108,0.000033158292,0.0000018910933,0.0000030311314,0.0000035729595,0.0000014143673,0.00033374297],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9969516,0.001613922,0.000117603646,0.00016381552,0.0007067796,0.00044623623],"domain_scores_gemma":[0.98574674,0.007179674,0.0027431995,0.00046232922,0.002058525,0.0018095579],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003911617,0.0002544185,0.0002591454,0.00080142234,0.0015194424,0.004255894,0.00047189576,0.00089718844,0.0036140261],"category_scores_gemma":[0.016637595,0.00017578983,0.00022333287,0.0004072166,0.002193858,0.0010940348,0.0020099003,0.0017608661,0.0005286688],"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":[0.00023547979,0.0015156835,0.7678889,0.000080574806,0.000060657065,0.0005803433,0.19371964,0.00036400976,0.0030241064,0.0018864551,0.000564804,0.030079355],"study_design_scores_gemma":[0.00003638284,0.0010542438,0.40139383,0.00016894011,0.00007254572,0.0004956492,0.5800925,0.0028629713,0.00260531,0.0030677828,0.008077431,0.00007242033],"about_ca_topic_score_codex":0.004378947,"about_ca_topic_score_gemma":0.0067431624,"teacher_disagreement_score":0.004378947,"about_ca_system_score_codex":0.0010500231,"about_ca_system_score_gemma":0.0013172006,"threshold_uncertainty_score":0.020686865},"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":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9920163,0.00021821244,0.0025229852,0.00024174886,0.00004382404,0.00039658454,0.000019459136,0.000032878736,0.004507926],"genre_scores_gemma":[0.9877007,0.00020510746,0.009591125,0.00011517341,0.00004132809,0.00059497886,0.00004482888,0.000013468148,0.0016932053],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99231285,0.004774165,0.00029339828,0.0003817116,0.0018033679,0.00043458532],"domain_scores_gemma":[0.98342395,0.009556314,0.002177193,0.0016352793,0.00083132146,0.0023760123],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008222683,0.00028330152,0.00026707,0.00041448936,0.0012635671,0.000846523,0.0009837961,0.00042101325,0.0039108763],"category_scores_gemma":[0.022579258,0.00013885852,0.00038809367,0.00027146426,0.0006146251,0.00083545956,0.0015552774,0.0007534369,0.00035254902],"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":[0.0035218312,0.031730298,0.041673876,0.00056421035,0.00011401596,0.000106652464,0.0055394983,0.0011283729,0.009986885,0.0014760835,0.0014371454,0.90272117],"study_design_scores_gemma":[0.0040062093,0.13302842,0.74763244,0.001096949,0.00060017366,0.0009521559,0.01883107,0.013001427,0.03653345,0.0041061407,0.039962176,0.0002493955],"about_ca_topic_score_codex":0.0011486253,"about_ca_topic_score_gemma":0.0020255588,"teacher_disagreement_score":0.008222683,"about_ca_system_score_codex":0.0005411145,"about_ca_system_score_gemma":0.0025955415,"threshold_uncertainty_score":0.043486238},"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":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99731535,0.000056260833,0.0014936867,0.00016195558,0.000026089268,0.00015650276,0.00002723275,0.000119694254,0.0006431765],"genre_scores_gemma":[0.9846044,0.00010662489,0.013960983,0.00011070182,0.00002690865,0.0001310987,0.00006535177,0.00002772488,0.0009661958],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.988857,0.0074771503,0.00074508943,0.00066910003,0.0018776653,0.0003740713],"domain_scores_gemma":[0.87648934,0.09974071,0.010317447,0.004084651,0.005779778,0.0035881074],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.014419181,0.0006131206,0.0007024977,0.00088881975,0.0006747346,0.0012683269,0.0008717763,0.00066472444,0.0015468583],"category_scores_gemma":[0.12489007,0.00031055365,0.0003203786,0.0006967388,0.00049212395,0.00081627007,0.0011921511,0.0011233087,0.0004617113],"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":[0.0021442857,0.011763643,0.085660174,0.0006212248,0.00020746265,0.00050124753,0.024405152,0.0024016649,0.01807621,0.00020518962,0.0029010759,0.85111266],"study_design_scores_gemma":[0.001485824,0.05576444,0.8343885,0.00084708125,0.0005983655,0.0009954595,0.017811015,0.024846716,0.049060218,0.0021862797,0.011663162,0.0003530128],"about_ca_topic_score_codex":0.0010603414,"about_ca_topic_score_gemma":0.002228097,"teacher_disagreement_score":0.014419181,"about_ca_system_score_codex":0.00063714024,"about_ca_system_score_gemma":0.0015339705,"threshold_uncertainty_score":0.07625681},"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":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"evaluation","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":"evaluation","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.13504681,0.008584845,0.13152039,0.3969903,0.0072236303,0.0001871391,0.000046623718,0.0003955836,0.32000476],"genre_scores_gemma":[0.91888994,0.0036793908,0.025615193,0.015201824,0.001177619,0.00026077835,0.000023137894,0.00026507076,0.034886993],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.989553,0.008509723,0.00014130189,0.00037595542,0.0009543097,0.00046569877],"domain_scores_gemma":[0.9905866,0.0066588502,0.0004584629,0.000836389,0.0006436903,0.00081605546],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.010365858,0.00044268204,0.00041310457,0.0013891642,0.0063221455,0.01420719,0.0013676768,0.0037564451,0.00472635],"category_scores_gemma":[0.018152151,0.00019282466,0.00064145215,0.0007542572,0.037665162,0.022489065,0.012605064,0.007110638,0.0009234309],"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":[0.00003198268,0.000050990988,0.00060059817,0.0001288376,0.000004173498,0.00026157493,0.13957001,0.00026942586,0.00060337764,0.8197755,0.009064724,0.029638695],"study_design_scores_gemma":[0.000020072239,0.00011621613,0.00034363894,0.00046197503,0.000009529189,0.00033033662,0.14496647,0.0010813909,0.000890879,0.4861656,0.36559027,0.00002355503],"about_ca_topic_score_codex":0.0015145902,"about_ca_topic_score_gemma":0.00260466,"teacher_disagreement_score":0.98963416,"about_ca_system_score_codex":0.003433953,"about_ca_system_score_gemma":0.0052054604,"threshold_uncertainty_score":0.054820538},"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":"methods","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":"methods","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9929971,0.000048884638,0.00022084409,0.00016551313,0.00019451042,0.0006647376,0.0002752449,0.00003840056,0.005394842],"genre_scores_gemma":[0.98161924,0.00008562169,0.0015716348,0.00037062383,0.00013595536,0.002807956,0.00043867595,0.000046766047,0.012923582],"study_design_codex":"bench_or_experimental","study_design_gemma":"randomized_trial","domain_scores_codex":[0.994846,0.0012501425,0.0006093335,0.0007655589,0.0018322505,0.00069667987],"domain_scores_gemma":[0.9661329,0.022339446,0.003234103,0.0025183498,0.0019153898,0.0038597682],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.0035225917,0.00066253985,0.0011569037,0.00042958016,0.0013277808,0.0030382439,0.0009891338,0.0016078554,0.021156674],"category_scores_gemma":[0.019116506,0.00079674326,0.00064880657,0.00029737357,0.0013074309,0.0015391433,0.0013383898,0.0038666425,0.0033173237],"study_design_candidate":"randomized_trial","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":[0.19550948,0.1750149,0.07769098,0.0012422263,0.0004549724,0.0014092729,0.0309838,0.00058848335,0.40872267,0.0037855138,0.007798477,0.09679914],"study_design_scores_gemma":[0.023335222,0.25301105,0.59911025,0.00020418277,0.0006935626,0.00041497266,0.010204885,0.0040527964,0.08656538,0.0041624955,0.01767777,0.00056739163],"about_ca_topic_score_codex":0.0008796728,"about_ca_topic_score_gemma":0.0007310643,"teacher_disagreement_score":0.9964774,"about_ca_system_score_codex":0.0005919724,"about_ca_system_score_gemma":0.0008645744,"threshold_uncertainty_score":0.070776105},"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":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9951373,0.00029908813,0.00017500363,0.0012603234,0.000067514775,0.000035209065,0.000020484567,0.000012063981,0.0029929657],"genre_scores_gemma":[0.99570173,0.00043034554,0.00020449572,0.0006817675,0.000018159653,0.0000319225,0.000025106512,0.000012262057,0.0028941343],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9944507,0.0023743266,0.00019849681,0.00027502526,0.0006670535,0.002034465],"domain_scores_gemma":[0.986684,0.0040237433,0.0012293229,0.00039665567,0.0019706446,0.005695713],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005992312,0.0005341633,0.00071528053,0.0012326109,0.0130648995,0.006355055,0.0019219165,0.0024396877,0.003488944],"category_scores_gemma":[0.020703956,0.00075107475,0.00047504896,0.00077439676,0.007906775,0.0040635983,0.009785885,0.0058960244,0.0006431647],"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":[0.000052672993,0.0001667383,0.016566195,0.0000752877,0.0000049041755,0.0021381895,0.97094697,0.000018749386,0.0005715699,0.0002265138,0.00090674066,0.008325431],"study_design_scores_gemma":[0.0000029283951,0.0001298021,0.0044920174,0.000059320708,0.000004094011,0.00041964452,0.9890205,0.000018252304,0.00018958058,0.000043263997,0.005606846,0.000013608948],"about_ca_topic_score_codex":0.031231131,"about_ca_topic_score_gemma":0.072540164,"teacher_disagreement_score":0.031231131,"about_ca_system_score_codex":0.0042495863,"about_ca_system_score_gemma":0.006239186,"threshold_uncertainty_score":0.062098682},"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":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.54278755,0.006547323,0.058063656,0.21643196,0.007070202,0.00077931554,0.00011613694,0.0008025724,0.16740125],"genre_scores_gemma":[0.95032907,0.0025778685,0.011012073,0.009610218,0.0018639329,0.0003782444,0.000037608268,0.00030842348,0.02388261],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9582918,0.032447286,0.0007588968,0.0017804634,0.004179543,0.0025418757],"domain_scores_gemma":[0.95566714,0.021100616,0.003918341,0.0026427396,0.0045898557,0.0120813325],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.020491512,0.0008871407,0.0008753722,0.0021656766,0.042514604,0.025867907,0.0041166213,0.006203414,0.002741591],"category_scores_gemma":[0.046820603,0.00083300326,0.0008201731,0.0018286541,0.033953708,0.014629452,0.021509722,0.017825507,0.0008793385],"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":[0.000019263152,0.00011974372,0.0005934869,0.00008350194,0.000008172556,0.0012812901,0.942567,0.000088261506,0.0003123766,0.03620917,0.008258942,0.010458802],"study_design_scores_gemma":[0.000012039721,0.00012514967,0.00021894243,0.00028108797,0.000009400208,0.0020593393,0.8210116,0.00028263035,0.00040920023,0.007305958,0.16824952,0.000035159308],"about_ca_topic_score_codex":0.0018002164,"about_ca_topic_score_gemma":0.0027710132,"teacher_disagreement_score":0.042514604,"about_ca_system_score_codex":0.004863068,"about_ca_system_score_gemma":0.009511622,"threshold_uncertainty_score":0.10837078},"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":"evaluation","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":"evaluation","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9183,0.000774773,0.01835206,0.014897136,0.000877603,0.0010303225,0.00010802564,0.00031896893,0.045340985],"genre_scores_gemma":[0.98304176,0.00038151373,0.004953183,0.0017028011,0.00018411968,0.0003318914,0.000051871168,0.00019565746,0.00915712],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.94877905,0.041364774,0.00084539986,0.0025232348,0.0033835657,0.0031039368],"domain_scores_gemma":[0.90227807,0.075157106,0.0028463833,0.0055723554,0.006475948,0.007670203],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.031977102,0.0010199765,0.0010586139,0.0032763118,0.022823079,0.011026512,0.0035892874,0.0053645098,0.003847402],"category_scores_gemma":[0.08428109,0.000989059,0.0013263052,0.0014483974,0.027171172,0.007695079,0.017138539,0.00829112,0.0010126174],"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":[0.00003279235,0.0001545674,0.0011542401,0.00009189503,0.000007793547,0.001271358,0.9821035,0.000062316714,0.00071008573,0.0043832916,0.0013339159,0.008694165],"study_design_scores_gemma":[0.000020358571,0.00016530398,0.0011763154,0.00014204938,0.00000829383,0.00077498186,0.9648464,0.00025324925,0.0006694825,0.0024809437,0.029428415,0.00003414645],"about_ca_topic_score_codex":0.0038271244,"about_ca_topic_score_gemma":0.0053563155,"teacher_disagreement_score":0.9680229,"about_ca_system_score_codex":0.005267194,"about_ca_system_score_gemma":0.0057719136,"threshold_uncertainty_score":0.1691131},"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":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.86294854,0.0038081403,0.05042255,0.008030603,0.00063607947,0.00035509313,0.000103251456,0.0008300425,0.072865725],"genre_scores_gemma":[0.8949255,0.0032570977,0.08982237,0.0013530668,0.00016725593,0.00015383524,0.00014339157,0.00012434529,0.010053101],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99799985,0.0009850006,0.00009778103,0.00023789461,0.00056709396,0.00011232128],"domain_scores_gemma":[0.9879027,0.009033528,0.0009743249,0.0008703285,0.00057622796,0.0006429205],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001946305,0.0005876833,0.0005315925,0.00048065104,0.00053225266,0.0018982178,0.0006910919,0.0013657068,0.010849109],"category_scores_gemma":[0.013603152,0.00020481172,0.0004919511,0.0003306974,0.0015030267,0.0028470396,0.002543099,0.0017361324,0.0016882088],"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":[0.00097367004,0.005076117,0.033412673,0.0062413495,0.00024409131,0.0023272228,0.047113895,0.0021056721,0.098296076,0.029392162,0.02830877,0.74650824],"study_design_scores_gemma":[0.00054254493,0.02075674,0.1474846,0.0047925543,0.0014520931,0.016783226,0.05801652,0.009775762,0.10363975,0.14835997,0.48766837,0.00072787027],"about_ca_topic_score_codex":0.00015975632,"about_ca_topic_score_gemma":0.00043488352,"teacher_disagreement_score":0.010849109,"about_ca_system_score_codex":0.00029930228,"about_ca_system_score_gemma":0.00053466635,"threshold_uncertainty_score":0.036293924},"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":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99470705,0.00011015673,0.00041213297,0.0006814886,0.000028124128,0.000010356269,0.0000097274315,0.000010066917,0.004030936],"genre_scores_gemma":[0.9985051,0.000075543525,0.00016562875,0.00017798695,0.000009746255,0.000007449737,0.000008146742,0.000005774757,0.0010445707],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9972554,0.0015619085,0.000112195645,0.00016842979,0.0005083913,0.0003937441],"domain_scores_gemma":[0.9895754,0.0049688243,0.0013715418,0.00027035645,0.0010830647,0.0027307663],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003429029,0.00013471706,0.00019563086,0.0006001936,0.0031296422,0.0044030845,0.0006318839,0.0010236922,0.00343264],"category_scores_gemma":[0.015946852,0.00018850749,0.00017902267,0.00030097138,0.0024496675,0.0023900706,0.0026258593,0.0013778665,0.00042197396],"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":[0.00010223064,0.00027754446,0.098499864,0.000058425685,0.000010767603,0.0008780597,0.8665495,0.000060599756,0.0025791284,0.0012954351,0.0017515289,0.027936887],"study_design_scores_gemma":[0.000010688868,0.00018265776,0.030649193,0.00007119307,0.0000075267226,0.00044771883,0.95583206,0.0002222363,0.0003235862,0.00030315848,0.011926877,0.00002297999],"about_ca_topic_score_codex":0.0044937143,"about_ca_topic_score_gemma":0.0069411723,"teacher_disagreement_score":0.0044937143,"about_ca_system_score_codex":0.0011457916,"about_ca_system_score_gemma":0.0015081593,"threshold_uncertainty_score":0.018134654},"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":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"incentives","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":"incentives","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.078523636,0.06745459,0.19740084,0.53424823,0.0058048307,0.003775082,0.0006332684,0.0009489392,0.11121061],"genre_scores_gemma":[0.7246291,0.024365839,0.17800155,0.055406395,0.003151566,0.008394516,0.0005857402,0.00082920614,0.0046360954],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.4385825,0.41506872,0.054120027,0.018767476,0.06686823,0.0065930253],"domain_scores_gemma":[0.14445485,0.6134932,0.053387675,0.100179,0.07615242,0.012332855],"candidate_categories":["metaresearch"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.5837956,0.0008618663,0.0036881666,0.022699127,0.0073910896,0.05408851,0.0066479016,0.010353386,0.004473571],"category_scores_gemma":[0.7301539,0.0017583175,0.0019552733,0.019350443,0.043228403,0.04325004,0.049808666,0.009083814,0.0024141395],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00037401132,0.00016629035,0.028122744,0.023185931,0.0010140149,0.0005487396,0.11206039,0.0014108917,0.0016173067,0.41764492,0.012222805,0.40163195],"study_design_scores_gemma":[0.00026722177,0.00040889313,0.008025729,0.027950728,0.00047835437,0.00069255487,0.052681047,0.0017937683,0.0012648014,0.6960567,0.21021472,0.00016552505],"about_ca_topic_score_codex":0.0016736678,"about_ca_topic_score_gemma":0.0033953504,"teacher_disagreement_score":0.4162044,"about_ca_system_score_codex":0.011975692,"about_ca_system_score_gemma":0.050822712,"threshold_uncertainty_score":0.51325417},"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":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8089918,0.006574713,0.00998666,0.083372466,0.0027608394,0.000450996,0.000034359557,0.00019012982,0.08763808],"genre_scores_gemma":[0.93682694,0.0054644546,0.0064495327,0.007939804,0.00039154766,0.00021061562,0.00002642935,0.000189053,0.04250157],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9886902,0.0073693553,0.00031688024,0.0005286601,0.0015333166,0.0015614998],"domain_scores_gemma":[0.97554296,0.017277082,0.000769868,0.0007927515,0.0032700873,0.002347328],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.014006222,0.0006006374,0.0007130685,0.00100267,0.012803006,0.0076512597,0.0023402225,0.0035828636,0.0026630799],"category_scores_gemma":[0.028390184,0.00044221088,0.000567023,0.0007780908,0.010721741,0.0058790226,0.0070200237,0.009742257,0.0006712743],"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":[0.000020889584,0.00016440758,0.0015760199,0.00013134508,0.0000039893534,0.0011503861,0.97529876,0.000029013934,0.0007560939,0.0043435902,0.0020251244,0.014500412],"study_design_scores_gemma":[0.000004432463,0.00007170592,0.0009047236,0.0003358527,0.0000089241885,0.00050999,0.94181186,0.00006966586,0.0007106616,0.0014689098,0.05408687,0.000016390255],"about_ca_topic_score_codex":0.009853154,"about_ca_topic_score_gemma":0.026668563,"teacher_disagreement_score":0.014006222,"about_ca_system_score_codex":0.004813349,"about_ca_system_score_gemma":0.01038092,"threshold_uncertainty_score":0.0740729},"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":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0064928615,0.00032526333,0.9677701,0.0035806892,0.00013774841,0.0046829907,0.0000630387,0.00042998072,0.016517298],"genre_scores_gemma":[0.05001678,0.0001427098,0.9435324,0.00020789655,0.000019794415,0.0046300944,0.0000795725,0.00004153286,0.0013292849],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.95377547,0.034111694,0.002354171,0.003242907,0.005161812,0.0013539097],"domain_scores_gemma":[0.96636593,0.018008167,0.0023230873,0.0038060101,0.005871302,0.0036255657],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.05083944,0.0018677198,0.0011510026,0.0068787364,0.0057320534,0.010621504,0.0073589394,0.0055286223,0.005955717],"category_scores_gemma":[0.033117555,0.00128934,0.0025900071,0.003746517,0.013257623,0.01007141,0.008350276,0.004333684,0.0018871598],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012836806,0.0013113486,0.0042278445,0.0014179682,0.00007903453,0.00047204748,0.04238957,0.008595701,0.0021021424,0.7547119,0.0045473427,0.18001658],"study_design_scores_gemma":[0.0005838433,0.0012259849,0.003567025,0.0038644029,0.00017846371,0.0013556535,0.03929278,0.0889078,0.0031486424,0.58625853,0.27126807,0.0003487801],"about_ca_topic_score_codex":0.005980253,"about_ca_topic_score_gemma":0.007955564,"teacher_disagreement_score":0.05083944,"about_ca_system_score_codex":0.008869591,"about_ca_system_score_gemma":0.018938439,"threshold_uncertainty_score":0.26886785},"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":"other","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0065500936,0.0044811675,0.006947078,0.16258462,0.01799724,0.00046281994,0.0016470507,0.0017116141,0.7976183],"genre_scores_gemma":[0.047465626,0.0017105673,0.0034940194,0.02327037,0.002130971,0.0004036933,0.00061477855,0.0012656671,0.9196443],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99927086,0.00030412347,0.000024063367,0.00006965071,0.00019217594,0.00013919298],"domain_scores_gemma":[0.99786454,0.00047153825,0.00013307808,0.0001390215,0.0009786353,0.0004131245],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011364634,0.0007010391,0.000343867,0.00045682074,0.0030458143,0.003501518,0.0008524075,0.00262129,0.15579785],"category_scores_gemma":[0.0051011057,0.0002130884,0.00025127997,0.0006318938,0.0024733606,0.003680876,0.0020122067,0.0039986046,0.12044937],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000016055461,0.000019766418,0.00007613525,0.000051805375,6.981833e-7,0.00005656526,0.004050087,0.000014769206,0.0004026671,0.0025989132,0.97238445,0.020328093],"study_design_scores_gemma":[0.0000048219176,0.00000936946,0.0005182767,0.000121433404,8.7135754e-7,0.00008066122,0.007754252,0.00003795301,0.00035347213,0.0015085433,0.9895997,0.0000106778325],"about_ca_topic_score_codex":0.010995018,"about_ca_topic_score_gemma":0.012421895,"teacher_disagreement_score":0.15579785,"about_ca_system_score_codex":0.0014477727,"about_ca_system_score_gemma":0.001401162,"threshold_uncertainty_score":0.52119577},"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":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99626535,0.00008537597,0.00045942276,0.00033071643,0.000030063622,0.000054318236,0.000027803775,0.000026423284,0.0027206817],"genre_scores_gemma":[0.9963813,0.00009757265,0.0014616111,0.00033434015,0.000039178285,0.000086917746,0.00007607297,0.000011917724,0.0015111022],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99849164,0.00067530427,0.00008955312,0.00026666105,0.00036784384,0.00010901405],"domain_scores_gemma":[0.97768927,0.01671355,0.0017943609,0.001008089,0.0005067477,0.0022879792],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0039467374,0.00024991448,0.00045961427,0.0003163805,0.00037451988,0.0015380335,0.0008516484,0.00093224645,0.0035150358],"category_scores_gemma":[0.02007751,0.00021615336,0.00022166903,0.0002816173,0.0008113922,0.0024249582,0.00084494904,0.0010427574,0.0008352821],"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":[0.047765408,0.0678355,0.24336262,0.0011847813,0.000388188,0.00044259467,0.009537562,0.002076243,0.04045286,0.00653868,0.0034805015,0.57693505],"study_design_scores_gemma":[0.009025452,0.22490427,0.6602426,0.00035492342,0.00061765005,0.0004567933,0.013670924,0.01184926,0.041162733,0.0105991755,0.026886068,0.0002302118],"about_ca_topic_score_codex":0.00035478696,"about_ca_topic_score_gemma":0.00041137388,"teacher_disagreement_score":0.0039467374,"about_ca_system_score_codex":0.0003226219,"about_ca_system_score_gemma":0.00049430394,"threshold_uncertainty_score":0.020872593},"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":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"methods","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":"methods","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.18552369,0.012761693,0.31170946,0.2687829,0.0009098085,0.00043803884,0.0003953839,0.0005508529,0.21892814],"genre_scores_gemma":[0.96678245,0.0028334914,0.026652977,0.0011449972,0.00027860684,0.00039928177,0.00007187503,0.0000624292,0.0017739098],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.97818595,0.013940596,0.0012648931,0.0016692372,0.0037682366,0.001171169],"domain_scores_gemma":[0.87903804,0.08956474,0.014760759,0.0078072157,0.006815025,0.0020142696],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.025380628,0.00086928747,0.00093959994,0.008179283,0.0035470696,0.016559605,0.005206762,0.0038256866,0.006297172],"category_scores_gemma":[0.06466341,0.00060251117,0.0010471462,0.008822498,0.03776313,0.029958667,0.009460009,0.006078317,0.00056634966],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00000944089,0.000028603818,0.0014074668,0.00010742633,0.0000053035415,0.000034123528,0.0047975946,0.00043115063,0.000030878233,0.98548,0.00037192082,0.0072961138],"study_design_scores_gemma":[0.000013284809,0.000031560343,0.001731513,0.00028838933,0.000018894203,0.000107289256,0.007868434,0.005442895,0.00014836687,0.97784,0.006485462,0.000023938828],"about_ca_topic_score_codex":0.004149184,"about_ca_topic_score_gemma":0.0038874315,"teacher_disagreement_score":0.9746194,"about_ca_system_score_codex":0.009327873,"about_ca_system_score_gemma":0.007469091,"threshold_uncertainty_score":0.13422716},"labels":[],"label_agreement":null}]}