{"meta":{"query_hash":"e741cc54021c","filters":{"venue":"Journal of the Scholarship of Teaching and Learning"},"cohort_total":19,"direct_labels_cover":0,"predictions_cover":19,"exported":19,"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/e741cc54021c","api":"https://metacan.xera.ac/api/v1/cohort?venue=Journal+of+the+Scholarship+of+Teaching+and+Learning"},"results":[{"id":"W1990953067","doi":"10.14434/josotl.v14i3.5033","title":"Finding Your “Spanish Voice” Through Popular Media: Improving Students’ Confidence and Fluency","year":2014,"lang":"en","type":"article","venue":"Journal of the Scholarship of Teaching and Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Arctic Institute of North America; University of Alaska Anchorage; Eli Lilly and Company","keywords":"Fluency; Enthusiasm; Creativity; Curriculum; Interpersonal communication; Psychology; Schema (genetic algorithms); Cognition; Mathematics education; Pedagogy; Computer science; Social psychology","score_opus":0.042601242531375726,"score_gpt":0.296550335024055,"score_spread":0.2539490924926793,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1990953067","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":[0.9954192,0.0014470912,0.00039641082,0.00068811054,0.00063197664,0.000059865928,8.300985e-7,0.00003103391,0.0013254951],"genre_scores_gemma":[0.99667114,0.00004221947,0.0012714958,0.00019427898,0.0007822239,6.3987204e-7,5.8570765e-7,0.000031185227,0.001006259],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99626875,0.0019847366,0.00061272935,0.00020973546,0.0006328924,0.0002911803],"domain_scores_gemma":[0.9977961,0.0007050002,0.0010701098,0.00018713177,0.00013720633,0.00010440754],"candidate_categories":["sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.009428707,0.00021218561,0.00042620668,0.00013516829,0.0021424221,0.0006507493,0.00053144764,0.00008772714,0.000028291997],"category_scores_gemma":[0.007944321,0.00014813429,0.00015594794,0.000037926107,0.00020313522,0.00093983184,0.00021282384,0.004692397,0.0000025390002],"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":[0.000106770975,0.00015208534,0.4361225,0.0004118727,0.00029798297,0.000018109906,0.43946585,0.00080136565,0.008092372,0.05276174,0.00012923454,0.061640102],"study_design_scores_gemma":[0.008120554,0.0032755146,0.4056739,0.013168618,0.0019490846,0.0013657314,0.26900053,0.0022385793,0.0009364612,0.036507715,0.25503346,0.0027298538],"about_ca_topic_score_codex":0.000307343,"about_ca_topic_score_gemma":0.00003246785,"teacher_disagreement_score":0.25490424,"about_ca_system_score_codex":0.00003326807,"about_ca_system_score_gemma":0.000031033633,"threshold_uncertainty_score":0.99915665},"labels":[],"label_agreement":null},{"id":"W2089849988","doi":"10.14434/josotl.v14i1.4219","title":"How Learning Works: 7 Research-Based Principles for Smart Teaching","year":2013,"lang":"en","type":"article","venue":"Journal of the Scholarship of Teaching and Learning","topic":"Education and Critical Thinking Development","field":"Social Sciences","cited_by":361,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"","keywords":"Set (abstract data type); Cognition; Mathematics education; Psychology; Learning sciences; Key (lock); Educational research; Computer science; Pedagogy; Educational technology","score_opus":0.11009961961216681,"score_gpt":0.3947833410547278,"score_spread":0.284683721442561,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2089849988","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":[0.94253904,0.0004050595,0.0018166173,0.051936332,0.00038555695,0.00020916123,1.1741189e-7,0.000024421457,0.0026836765],"genre_scores_gemma":[0.97162926,0.000020451826,0.022260161,0.00019271421,0.00030215207,0.0000064323813,3.7737752e-7,0.000014589205,0.0055738566],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99281806,0.0055314573,0.0003519437,0.00013282713,0.00080985844,0.0003558508],"domain_scores_gemma":[0.996224,0.0026209387,0.00039954777,0.00010430912,0.00047752,0.00017369806],"candidate_categories":["metaresearch","sts","research_integrity"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.032889258,0.00009544515,0.00020549937,0.00018723805,0.004006001,0.0008686902,0.00047135827,0.00010495494,0.000021610158],"category_scores_gemma":[0.053021494,0.000067510104,0.00015027309,0.00013116313,0.0003169077,0.00066695985,0.00007515992,0.005240214,0.0000017644436],"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":[0.000120322686,0.00039274408,0.34614357,0.00031783263,0.0001972507,0.0000027084225,0.14232683,0.0024381625,0.0048901774,0.12016802,0.001253488,0.38174888],"study_design_scores_gemma":[0.0014886451,0.00056952424,0.092696466,0.00514281,0.00009658618,0.000016927455,0.19852649,0.0009955675,0.00050268864,0.045975067,0.6534767,0.0005125186],"about_ca_topic_score_codex":0.00013616077,"about_ca_topic_score_gemma":0.000013363153,"teacher_disagreement_score":0.6522232,"about_ca_system_score_codex":0.00012263292,"about_ca_system_score_gemma":0.00030427708,"threshold_uncertainty_score":0.9972907},"labels":[],"label_agreement":null},{"id":"W2145262183","doi":"10.14434/josotl.v15i4.13339","title":"I’ve Got You Covered: Adventures in Social Justice-Informed Co-Teaching","year":2015,"lang":"en","type":"article","venue":"Journal of the Scholarship of Teaching and Learning","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Windsor","funders":"","keywords":"Pedagogy; Sociology; Narrative; Social justice; Perspective (graphical); Context (archaeology); Teaching method; Ethnography; Economic Justice; Narrative inquiry; Adventure; Psychology; Social science; Political science; Law","score_opus":0.04958875634292593,"score_gpt":0.3914933731370036,"score_spread":0.3419046167940777,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2145262183","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":[0.97038573,0.00044958037,0.000068425485,0.002386,0.0005484892,0.00008589543,0.0000014851685,0.000017637818,0.026056765],"genre_scores_gemma":[0.9972474,0.000031555173,0.00077288935,0.00015999391,0.00072087866,5.301468e-7,7.8882454e-7,0.000012173051,0.0010538093],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99281424,0.0053807204,0.0005308722,0.00012033399,0.000873666,0.0002801402],"domain_scores_gemma":[0.99801296,0.0006725904,0.00088559446,0.0000896637,0.00018575856,0.00015345095],"candidate_categories":["metaresearch","sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.022025716,0.00013502517,0.00032753928,0.00021669509,0.002709046,0.00019152925,0.00046740225,0.00014314977,0.000008705991],"category_scores_gemma":[0.022760235,0.00009837282,0.00013935906,0.00018854254,0.00016063642,0.0008512986,0.00013987454,0.0046997326,0.000001472479],"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":[0.00057519507,0.0002742706,0.19824472,0.00011734475,0.00010718588,0.000019226829,0.71261823,0.0027657256,0.0027050567,0.017130652,0.004812614,0.060629793],"study_design_scores_gemma":[0.004973707,0.0009315382,0.1224138,0.0020819572,0.00033954388,0.000069895126,0.5541889,0.00039149995,0.00022139313,0.008852351,0.30480912,0.0007262554],"about_ca_topic_score_codex":0.0004529473,"about_ca_topic_score_gemma":0.00015680699,"teacher_disagreement_score":0.29999653,"about_ca_system_score_codex":0.00043335132,"about_ca_system_score_gemma":0.00054424204,"threshold_uncertainty_score":0.9985893},"labels":[],"label_agreement":null},{"id":"W2160315815","doi":"10.14434/josotl.v14i1.3897","title":"Changes in Emotional-Social Intelligence, Caring, Leadership and Moral Judgment during Health Science Education Programs","year":2013,"lang":"en","type":"article","venue":"Journal of the Scholarship of Teaching and Learning","topic":"Emotional Intelligence and Performance","field":"Psychology","cited_by":13,"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":"Emotional intelligence; Psychology; Defining Issues Test; Bachelor; Social intelligence; Test (biology); The Emotional Intelligence Appraisal; Social psychology; Empathy; Variance (accounting); Medical education; Applied psychology; Moral reasoning; Medicine","score_opus":0.10490727549593935,"score_gpt":0.3738514629437302,"score_spread":0.2689441874477908,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2160315815","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":[0.9940988,0.00093641813,0.000017980912,0.0040120548,0.0003339269,0.00011715476,1.2100492e-7,0.000005335046,0.00047822934],"genre_scores_gemma":[0.9984766,0.000047173522,0.00043544872,0.00017193379,0.00019031577,0.0000033466415,3.758412e-7,0.000007134298,0.0006676316],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9985755,0.00036915627,0.00034742153,0.0001409367,0.00032100602,0.00024598103],"domain_scores_gemma":[0.99920607,0.000047457692,0.00046656013,0.00007606793,0.00012289602,0.000080940896],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0037549764,0.00009211266,0.00016854916,0.00028120217,0.00063846464,0.00010224754,0.00024801682,0.000051511077,0.000032922664],"category_scores_gemma":[0.00023690626,0.00006861678,0.00004318257,0.00021146078,0.00021263686,0.0004560013,0.000062635736,0.0016868693,0.000002899388],"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":[0.000020397008,0.000115715426,0.79850185,0.00008954252,0.0000147875735,4.2934917e-7,0.01611689,0.00014037939,0.0005705638,0.002706836,0.000013311823,0.1817093],"study_design_scores_gemma":[0.00010478038,0.00018387203,0.98188317,0.00066751376,0.000006061132,0.00010654725,0.01575249,0.00007857292,0.00022128032,0.00083294266,0.000088204615,0.000074577365],"about_ca_topic_score_codex":0.00033712518,"about_ca_topic_score_gemma":0.000043024935,"teacher_disagreement_score":0.1833813,"about_ca_system_score_codex":0.00008958095,"about_ca_system_score_gemma":0.00014613509,"threshold_uncertainty_score":0.73287016},"labels":[],"label_agreement":null},{"id":"W2273885776","doi":"10.14434/josotl.v16i1.19190","title":"Classroom Re-design to Facilitate Student Learning: A Case Study of Changes to a University Classroom","year":2016,"lang":"en","type":"article","venue":"Journal of the Scholarship of Teaching and Learning","topic":"Educational Environments and Student Outcomes","field":"Social Sciences","cited_by":27,"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 Lethbridge","funders":"University of Lethbridge","keywords":"Perception; Space (punctuation); Psychology; Mathematics education; Learning environment; Data collection; Physical space; Teaching method; Focus group; Classroom design; Relevance (law); Affect (linguistics); Pedagogy; Computer science; Communication","score_opus":0.092832557111398,"score_gpt":0.3492868631813215,"score_spread":0.25645430606992353,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2273885776","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":[0.99136764,0.00004626068,0.0004704814,0.0074609076,0.00016194097,0.00021484478,7.276568e-7,0.000006593202,0.00027060253],"genre_scores_gemma":[0.9920628,0.000025659123,0.00073511194,0.000062933956,0.00006813491,6.304152e-7,2.3759487e-8,0.00000702205,0.00703765],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99563146,0.0030737603,0.00027427694,0.00014126225,0.0006991144,0.0001801498],"domain_scores_gemma":[0.9983552,0.00083634077,0.00042590234,0.00011347133,0.00009728971,0.00017179467],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0073642577,0.00009749836,0.0002574263,0.00017559426,0.00099051,0.000044369648,0.00040216462,0.000044484004,0.000020038706],"category_scores_gemma":[0.0025134473,0.000060835697,0.00008246135,0.00014055465,0.00006560391,0.0001997662,0.00017513632,0.00081189733,0.0000019163365],"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":[0.00011987627,0.00032024947,0.7266138,0.0000067175315,0.00013097237,0.0000401764,0.25563955,0.001745736,0.0013218031,0.00009636955,0.00008125861,0.013883449],"study_design_scores_gemma":[0.0009357692,0.0017299681,0.30732706,0.00025782568,0.00010940764,0.00003481284,0.65887105,0.0000019427396,0.000031532378,0.00005537425,0.030500008,0.00014524205],"about_ca_topic_score_codex":0.0007688679,"about_ca_topic_score_gemma":0.00046749445,"teacher_disagreement_score":0.4192868,"about_ca_system_score_codex":0.00016289322,"about_ca_system_score_gemma":0.00007106065,"threshold_uncertainty_score":0.7618302},"labels":[],"label_agreement":null},{"id":"W2343927719","doi":"10.14434/josotl.v16i2.19196","title":"Redesigning for Student Success: Cultivating Communities of Practice in a Higher Education Classroom","year":2016,"lang":"en","type":"article","venue":"Journal of the Scholarship of Teaching and Learning","topic":"Adult and Continuing Education Topics","field":"Social Sciences","cited_by":26,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Queen's University","funders":"Mount Saint Vincent University","keywords":"Curriculum; Pedagogy; Sociology; Mathematics education; Teaching method; Psychology","score_opus":0.0464855969152839,"score_gpt":0.3923427732181329,"score_spread":0.34585717630284896,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2343927719","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":[0.98934454,0.00034955106,0.00016357546,0.007457975,0.00034227755,0.00007301855,1.7183199e-7,0.0000036666115,0.0022652126],"genre_scores_gemma":[0.9925808,0.00004496759,0.004458529,0.00006638129,0.00020340228,0.0000018912767,8.96242e-8,0.0000051874927,0.0026387826],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9973785,0.001902927,0.00033818252,0.000041722167,0.00024386334,0.0000947518],"domain_scores_gemma":[0.9964189,0.002252813,0.0009438307,0.000067624555,0.00028882542,0.000027984002],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.007621612,0.00004742016,0.0001341166,0.00008685794,0.00045047625,0.000052449705,0.00025579048,0.000046714,0.000008082827],"category_scores_gemma":[0.0085791275,0.000029748431,0.000056838275,0.000074534975,0.000074056785,0.0005683101,0.000032171294,0.00066130125,6.661144e-8],"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":[0.0000464472,0.00014245289,0.71144414,0.00003462374,0.00003524377,1.2026803e-7,0.1721395,0.000039434577,0.0030459461,0.008942355,0.000063756444,0.10406596],"study_design_scores_gemma":[0.0010672217,0.00022383717,0.44939265,0.004408911,0.00009751571,0.000006653211,0.4754311,0.0000051063025,0.00046027795,0.0035988248,0.06514487,0.0001630276],"about_ca_topic_score_codex":0.00040042173,"about_ca_topic_score_gemma":0.000065691,"teacher_disagreement_score":0.30329162,"about_ca_system_score_codex":0.00006237674,"about_ca_system_score_gemma":0.00018590344,"threshold_uncertainty_score":0.999772},"labels":[],"label_agreement":null},{"id":"W2790690085","doi":"10.14434/josotl.v19i1.23455","title":"Achieving Inclusive Field-based Education: Results and Recommendations from an Accessible Geoscience Field Trip","year":2019,"lang":"en","type":"article","venue":"Journal of the Scholarship of Teaching and Learning","topic":"Mathematics Education and Programs","field":"Mathematics","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 British Columbia","funders":"Geological Society of America; National Science Foundation","keywords":"TRIPS architecture; Field trip; Inclusion (mineral); Service provider; Field (mathematics); Service-learning; Service (business); Medical education; Psychology; Pedagogy; Computer science; Medicine; Political science; Business; Marketing","score_opus":0.03900836003217023,"score_gpt":0.39734941169700805,"score_spread":0.3583410516648378,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2790690085","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":[0.9853428,0.00014563474,0.0014344135,0.01121947,0.0003737593,0.00009848914,0.0000011153801,0.000009192767,0.0013750956],"genre_scores_gemma":[0.9455659,0.000012199407,0.05319852,0.00051264005,0.00010052435,0.0000010631995,0.0000013673626,0.0000074617064,0.0006003621],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99834716,0.000779732,0.00043657536,0.00011626879,0.00022357391,0.00009666814],"domain_scores_gemma":[0.9961082,0.0026559914,0.00082509307,0.00021236553,0.000119373486,0.000079015284],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.00422696,0.0000859185,0.00018871395,0.00010241152,0.00045865652,0.0001784273,0.00030949683,0.00006537298,0.000056409444],"category_scores_gemma":[0.009605646,0.000059884125,0.00006030801,0.00009583854,0.00002112419,0.00044054736,0.00008303058,0.0013736676,5.413229e-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":[0.00035336227,0.0009894455,0.24203901,0.00054393796,0.000121439,0.0000010603704,0.04958961,0.00013137178,0.00433693,0.011537543,0.0016981697,0.6886581],"study_design_scores_gemma":[0.012231432,0.0066514025,0.21880253,0.024363812,0.0012346435,0.0004119478,0.12025549,0.015930936,0.017552549,0.4611961,0.11890829,0.0024608732],"about_ca_topic_score_codex":0.000053314452,"about_ca_topic_score_gemma":0.000007978402,"teacher_disagreement_score":0.6861972,"about_ca_system_score_codex":0.000018881421,"about_ca_system_score_gemma":0.00017200926,"threshold_uncertainty_score":0.99873686},"labels":[],"label_agreement":null},{"id":"W3024747827","doi":"10.14434/josotl.v20i1.25093","title":"Powerful learning tool or ‘cool factor’? Instructors’ perceptions of using film and video within teaching and learning","year":2020,"lang":"en","type":"article","venue":"Journal of the Scholarship of Teaching and Learning","topic":"Film in Education and Therapy","field":"Health Professions","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"McMaster University","funders":"","keywords":"Context (archaeology); Process (computing); Psychology; Perception; Teaching method; Mathematics education; Educational technology; Multimedia; Pedagogy; Computer science","score_opus":0.07052375202202486,"score_gpt":0.4019738922638553,"score_spread":0.33145014024183045,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3024747827","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":[0.99699384,0.0004081982,0.00050553546,0.0011640881,0.00040631805,0.00017491162,0.000001926282,0.00003082465,0.00031436837],"genre_scores_gemma":[0.99167514,0.00008322922,0.006724784,0.00036430222,0.00030556653,9.161052e-7,0.0000011042796,0.000043662258,0.0008012687],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9908606,0.007137539,0.0010454789,0.0002364095,0.0004160548,0.0003039512],"domain_scores_gemma":[0.99598014,0.0016532784,0.0018263686,0.00013370533,0.00018587141,0.00022062722],"candidate_categories":["metaresearch","sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.0069708903,0.00023374398,0.0005631498,0.00021278561,0.0031927365,0.00008474627,0.00024920565,0.00021022253,0.00015459565],"category_scores_gemma":[0.016942438,0.00016224639,0.00012766758,0.0001591603,0.00015108897,0.0006648828,0.00020600439,0.013617255,0.0000016052187],"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":[0.0003489917,0.000041026775,0.71283585,0.000389039,0.00012246583,0.0000023993268,0.22679193,0.003930638,0.041940715,0.00019485861,0.000027338583,0.013374762],"study_design_scores_gemma":[0.0038340115,0.0014188209,0.62272954,0.0053375885,0.0003074556,0.00031548835,0.34281036,0.011304329,0.00024649795,0.0002831478,0.01074105,0.00067171594],"about_ca_topic_score_codex":0.00012979757,"about_ca_topic_score_gemma":0.000006557676,"teacher_disagreement_score":0.11601843,"about_ca_system_score_codex":0.00007085822,"about_ca_system_score_gemma":0.00027158682,"threshold_uncertainty_score":0.998105},"labels":[],"label_agreement":null},{"id":"W3025228093","doi":"10.14434/josotl.v20i1.24879","title":"Wicked Problems Through a New Lens: Combining Active Learning Strategies for Solutions-Oriented Teaching","year":2020,"lang":"en","type":"article","venue":"Journal of the Scholarship of Teaching and Learning","topic":"Education and Critical Thinking Development","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Guelph; University of Waterloo","funders":"","keywords":"Computer science; Active learning (machine learning); Teaching method; Wicked problem; Through-the-lens metering; Mathematics education; Management science; Lens (geology); Artificial intelligence; Psychology; Engineering","score_opus":0.09763071092408615,"score_gpt":0.35760192206616864,"score_spread":0.2599712111420825,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3025228093","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":[0.9293238,0.0006262683,0.026801238,0.037828565,0.00056039344,0.00027179156,9.023587e-7,0.000070337795,0.0045167073],"genre_scores_gemma":[0.98003,0.000040752777,0.018400138,0.00063795544,0.00034858927,0.0000020728357,8.8533926e-7,0.00001553608,0.00052406813],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9962872,0.002284938,0.0004636622,0.00015621856,0.00050198607,0.00030594843],"domain_scores_gemma":[0.99802613,0.00094623934,0.0006138573,0.00006159904,0.00020161296,0.0001505684],"candidate_categories":["metaresearch","sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.0064992844,0.00012589656,0.00027639748,0.000058450925,0.0032276202,0.00017915145,0.00031755108,0.000093982846,0.000012973155],"category_scores_gemma":[0.015945934,0.00009826347,0.00016445611,0.00014357263,0.00023068606,0.001121655,0.00008058686,0.0037509934,9.4058487e-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":[0.00011312911,0.00008932707,0.0058116345,0.000100443096,0.00015768243,0.0000010012287,0.80813366,0.0031448964,0.0024623952,0.1593137,0.00040994023,0.020262206],"study_design_scores_gemma":[0.0016808492,0.00063243293,0.003542447,0.0016800063,0.00018105881,0.000018081451,0.6920853,0.00044396427,0.00015573173,0.038071614,0.26114652,0.00036197438],"about_ca_topic_score_codex":0.00020113264,"about_ca_topic_score_gemma":0.0000130888675,"teacher_disagreement_score":0.26073655,"about_ca_system_score_codex":0.000088845845,"about_ca_system_score_gemma":0.00063557347,"threshold_uncertainty_score":0.9985474},"labels":[],"label_agreement":null},{"id":"W4200153562","doi":"10.14434/josotl.v21i4.33792","title":"Education, Politics, and the Crisis of Democracy in the Age of Pandemics","year":2021,"lang":"en","type":"article","venue":"Journal of the Scholarship of Teaching and Learning","topic":"Youth Education and Societal Dynamics","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":true,"ca_institutions":"McMaster University","funders":"","keywords":"Politics; Democracy; Pandemic; Political science; Coronavirus disease 2019 (COVID-19); Political economy; Development economics; Sociology; Economics; Law; Medicine","score_opus":0.024944166622915397,"score_gpt":0.34299655503544135,"score_spread":0.318052388412526,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4200153562","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":[0.9828845,0.0011382643,0.000029661202,0.014523081,0.00018970048,0.00004299186,5.451723e-7,0.0000011400463,0.0011901108],"genre_scores_gemma":[0.9981564,0.00032441362,0.00054802495,0.00044263696,0.00007711437,2.689302e-7,3.3747602e-7,0.00000336587,0.00044738536],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9961513,0.00306103,0.00034566532,0.00004951424,0.00030227963,0.000090163434],"domain_scores_gemma":[0.9981333,0.0010328076,0.00050227606,0.00009822266,0.00020310738,0.00003029087],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.009426573,0.00004638741,0.00016917146,0.000042089236,0.0005880371,0.00005795172,0.00026933232,0.00005158379,0.0000029761216],"category_scores_gemma":[0.008973724,0.000025277517,0.00010401234,0.00014772921,0.00029702493,0.00014805485,0.00003925004,0.0012423003,4.3483098e-8],"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":[0.000016930098,0.00012451374,0.5109528,0.000058684687,0.000047641846,5.9622636e-7,0.41740468,0.00011527679,0.0003218475,0.06454001,0.00011264189,0.0063044233],"study_design_scores_gemma":[0.00055344775,0.000028078732,0.37799042,0.00032108332,0.00011277006,0.000027111102,0.5839298,0.000055085937,0.00004180784,0.033145096,0.003724305,0.00007101415],"about_ca_topic_score_codex":0.0006732662,"about_ca_topic_score_gemma":0.00009706798,"teacher_disagreement_score":0.16652511,"about_ca_system_score_codex":0.000023380813,"about_ca_system_score_gemma":0.0003608775,"threshold_uncertainty_score":0.9993741},"labels":[],"label_agreement":null},{"id":"W4283451720","doi":"10.14434/josotl.v22i2.31668","title":"Keep it Light","year":2022,"lang":"en","type":"article","venue":"Journal of the Scholarship of Teaching and Learning","topic":"Library Science and Information Literacy","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; Saskatchewan Polytechnic","funders":"","keywords":"Recall; Psychology; Library instruction; Multimedia; Computer science; Pedagogy; Information literacy","score_opus":0.01911201858952273,"score_gpt":0.2982521925380542,"score_spread":0.27914017394853147,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4283451720","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":[0.95673114,0.00021306964,0.000017164024,0.02364794,0.00042310648,0.000029141505,3.1340542e-7,0.00000648368,0.018931612],"genre_scores_gemma":[0.9937987,0.000012771855,0.00041671013,0.0014243053,0.00013100756,2.6920495e-7,1.1254012e-7,0.0000023883113,0.0042137485],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9973149,0.0017068712,0.00026721953,0.000040770057,0.0005589926,0.000111287845],"domain_scores_gemma":[0.9991529,0.00018624659,0.0004952809,0.000060796505,0.00004482495,0.000059976308],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.009479348,0.00003759225,0.00008995972,0.00007282899,0.0027297009,0.00013994884,0.00046168035,0.00001782615,0.0001657673],"category_scores_gemma":[0.0020214936,0.000025664154,0.00008546294,0.00016480648,0.0000570354,0.0037498858,0.00011901705,0.0017769323,0.0000013419186],"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":[0.00008726746,0.00010928433,0.2972324,0.00003314153,0.00006277188,0.0000065133986,0.51792514,0.0059808926,0.0022029725,0.04901246,0.005827687,0.12151948],"study_design_scores_gemma":[0.00015705447,0.00010261496,0.01426167,0.000048935897,0.000008951543,0.000026003956,0.041984744,0.000059907943,0.000049031874,0.0014547384,0.9417914,0.000054903114],"about_ca_topic_score_codex":0.000037295376,"about_ca_topic_score_gemma":6.701546e-7,"teacher_disagreement_score":0.93596375,"about_ca_system_score_codex":0.000029920004,"about_ca_system_score_gemma":0.0001148101,"threshold_uncertainty_score":0.9985686},"labels":[],"label_agreement":null},{"id":"W4390342169","doi":"10.14434/josotl.v23i4.34395","title":"A Dirty Little Secret","year":2023,"lang":"en","type":"article","venue":"Journal of the Scholarship of Teaching and Learning","topic":"Leadership, Courage, and Heroism Studies","field":"Psychology","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":"Simon Fraser University","funders":"","keywords":"Performative utterance; The arts; Sociology; Pedagogy; Resistance (ecology); Vulnerability (computing); Space (punctuation); Aesthetics; Psychology; Visual arts; Art; Computer science","score_opus":0.04923394533139691,"score_gpt":0.33812335066432236,"score_spread":0.28888940533292545,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4390342169","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":[0.99051607,0.0013424336,0.000026548372,0.0034949896,0.00074925425,0.00004168202,8.3005506e-7,0.00003196911,0.0037962329],"genre_scores_gemma":[0.9924384,0.000044437038,0.00016928528,0.00008139925,0.00033143497,8.7684407e-7,3.111913e-7,0.000018287128,0.006915572],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9974822,0.0014987186,0.0003583561,0.00011828435,0.0003028582,0.00023958909],"domain_scores_gemma":[0.9985984,0.00062480057,0.00047121962,0.00016417658,0.00007162173,0.0000697647],"candidate_categories":["research_integrity"],"consensus_categories":[],"category_scores_codex":[0.0060947756,0.00011280694,0.0002753231,0.00015691719,0.0006061378,0.000055351233,0.00030743374,0.00008719191,0.000054887998],"category_scores_gemma":[0.0022223236,0.000071884766,0.00018941246,0.00016971322,0.000089207286,0.00017206324,0.00009971699,0.0031186526,0.000025591522],"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":[0.0004622207,0.0002207985,0.44225043,0.0002652092,0.0012622983,0.0001294439,0.4252915,0.00069417414,0.0074395672,0.0046296017,0.013046085,0.10430866],"study_design_scores_gemma":[0.0017687258,0.00052986405,0.7532211,0.00077289436,0.0002319256,0.00032209486,0.19753368,0.00005180499,0.00015186213,0.0033899492,0.041721407,0.00030471533],"about_ca_topic_score_codex":0.000035755984,"about_ca_topic_score_gemma":0.000003837233,"teacher_disagreement_score":0.31097063,"about_ca_system_score_codex":0.000020317018,"about_ca_system_score_gemma":0.000024671523,"threshold_uncertainty_score":0.9991812},"labels":[],"label_agreement":null},{"id":"W4405890171","doi":"10.14434/josotl.v24i3.35331","title":"Towards Deep Learning in Online Courses: A Case Study in Cross-Pollinating Universal Design for Learning and Dialogic Teaching","year":2024,"lang":"en","type":"article","venue":"Journal of the Scholarship of Teaching and Learning","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Dialogic; Mathematics education; Psychology; Teaching method; Educational technology; Instructional design; Pedagogy; Computer science","score_opus":0.08104890705753899,"score_gpt":0.4424492141748419,"score_spread":0.3614003071173029,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4405890171","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":[0.97476256,0.0023485306,0.021293234,0.000271478,0.00056337647,0.0003522622,0.000001090234,0.00006894501,0.00033852525],"genre_scores_gemma":[0.97561425,0.000015103187,0.023242194,0.0000290593,0.000261612,0.0000062925474,0.0000012634239,0.000070305796,0.0007599323],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.97656995,0.020929355,0.0011117761,0.000478166,0.000386064,0.000524674],"domain_scores_gemma":[0.99328846,0.005450223,0.0008687346,0.0001494294,0.00014484336,0.00009833829],"candidate_categories":["metaresearch","metaepi_narrow","research_integrity"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.05553743,0.00034359252,0.0007163011,0.0010223809,0.0012938025,0.00035419242,0.0003363982,0.00023252156,0.000012320345],"category_scores_gemma":[0.019376585,0.00026734557,0.00018597596,0.00044340285,0.0001579423,0.0005347797,0.00017908563,0.016493855,4.9672695e-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":[0.0003348407,0.0003205288,0.5816027,0.00014264761,0.00018506557,0.0010802909,0.11601057,0.038655758,0.00091389637,0.00054600515,0.0000027087606,0.260205],"study_design_scores_gemma":[0.0081337495,0.0061172848,0.47120732,0.00417803,0.00042591538,0.008032567,0.44165164,0.05519768,0.00003422346,0.0013214994,0.002676176,0.0010239233],"about_ca_topic_score_codex":0.00073309423,"about_ca_topic_score_gemma":0.00005557462,"teacher_disagreement_score":0.32564107,"about_ca_system_score_codex":0.00019630814,"about_ca_system_score_gemma":0.00013099317,"threshold_uncertainty_score":0.9999779},"labels":[],"label_agreement":null},{"id":"W4405912249","doi":"10.14434/josotl.v24i4.35832","title":"Evidence-Based Pedagogy for Values Outcomes in Capstone Experiences","year":2024,"lang":"en","type":"article","venue":"Journal of the Scholarship of Teaching and Learning","topic":"Education and Critical Thinking Development","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Guelph","funders":"Elon University","keywords":"Capstone; Pedagogy; Psychology; Teaching method; Mathematics education; Sociology; Computer science","score_opus":0.09919333681523781,"score_gpt":0.44297889961881054,"score_spread":0.34378556280357275,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4405912249","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":[0.97486556,0.003011616,0.0003172975,0.020747416,0.0007649796,0.00005957126,1.05983936e-7,0.000010438782,0.0002230108],"genre_scores_gemma":[0.99478525,0.00006562662,0.0038040206,0.0002312037,0.00011670054,0.0000034324075,5.2086044e-8,0.0000047612457,0.0009889799],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9979702,0.0011738985,0.00028330224,0.00008096542,0.0003579235,0.00013367875],"domain_scores_gemma":[0.99767154,0.0020303742,0.00011919016,0.00004541606,0.00007782212,0.000055637425],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.01078871,0.00005594946,0.00015055294,0.00012425584,0.00055224146,0.00016883484,0.00022843482,0.000046018435,0.000022560616],"category_scores_gemma":[0.014053961,0.00003571289,0.000103754595,0.00010257535,0.00013145142,0.0003750544,0.000019068779,0.0009770727,4.7447315e-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":[0.000046117784,0.00010349818,0.29335904,0.00016347672,0.000057010624,0.0000044010753,0.61115426,0.00032164282,0.0007153122,0.018827664,0.00012827934,0.07511929],"study_design_scores_gemma":[0.000867208,0.0005054054,0.23618534,0.012629988,0.00016907997,0.000020415966,0.65790176,0.0005397896,0.0010946214,0.04476929,0.044844605,0.00047249754],"about_ca_topic_score_codex":0.000100459394,"about_ca_topic_score_gemma":0.000021128079,"teacher_disagreement_score":0.07464679,"about_ca_system_score_codex":0.000068258356,"about_ca_system_score_gemma":0.00040020602,"threshold_uncertainty_score":0.9942511},"labels":[],"label_agreement":null},{"id":"W4409223019","doi":"10.14434/josotl.v25i1.36135","title":"Are writing questions in math fair?","year":2025,"lang":"en","type":"article","venue":"Journal of the Scholarship of Teaching and Learning","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":0,"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","keywords":"Mathematics education; Mathematics; Psychology; Pedagogy","score_opus":0.03254792158152137,"score_gpt":0.38328303360800026,"score_spread":0.3507351120264789,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4409223019","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":[0.98163605,0.00028127956,0.002213281,0.0061974297,0.00015118587,0.000052045787,1.3557134e-7,0.000022128177,0.00944647],"genre_scores_gemma":[0.99007237,0.000024322913,0.009093691,0.00010849302,0.00005115236,6.778375e-7,3.479412e-8,0.0000035621003,0.0006456725],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9975689,0.0017541032,0.00032375657,0.000053662185,0.00020048757,0.00009906014],"domain_scores_gemma":[0.9987122,0.00052489794,0.0005766594,0.000076861565,0.00007697226,0.00003240643],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.01176091,0.000049345846,0.00014404953,0.00019348114,0.0007610472,0.000098654105,0.00026110362,0.000054979075,0.000004794394],"category_scores_gemma":[0.013456211,0.000036704492,0.00006704187,0.00014510463,0.00006814507,0.0001920767,0.00004686854,0.0019587323,2.2381552e-7],"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":[0.000008035923,0.00011902202,0.40237084,0.000091956965,0.00002350433,0.0000018234805,0.0319847,0.00009588087,0.00035461911,0.5366935,0.00014994916,0.028106116],"study_design_scores_gemma":[0.00053260394,0.000072169685,0.4529822,0.0106588155,0.0001049032,0.0000324642,0.110750794,0.0004601665,0.0001774034,0.39390704,0.030037727,0.00028374346],"about_ca_topic_score_codex":0.00017319863,"about_ca_topic_score_gemma":0.00006572153,"teacher_disagreement_score":0.14278652,"about_ca_system_score_codex":0.00006240383,"about_ca_system_score_gemma":0.00009775984,"threshold_uncertainty_score":0.99485385},"labels":[],"label_agreement":null},{"id":"W4411787834","doi":"10.14434/josotl.v25i2.36462","title":"Investigating Current Academic Stress and Test Anxiety for Undergraduate Students Experiencing the Covid-19 Pandemic of 2020","year":2025,"lang":"en","type":"article","venue":"Journal of the Scholarship of Teaching and Learning","topic":"Health and Well-being Studies","field":"Psychology","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":"McMaster University","funders":"","keywords":"Coronavirus disease 2019 (COVID-19); Pandemic; 2019-20 coronavirus outbreak; Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2); Psychology; Test anxiety; Anxiety; Test (biology); Clinical psychology; Virology; Medicine; Psychiatry","score_opus":0.06660357922453677,"score_gpt":0.44089831638384397,"score_spread":0.37429473715930717,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4411787834","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":[0.98514426,0.009161926,0.00030053986,0.0046774335,0.0004497492,0.00018000496,0.0000030625984,0.000009886875,0.00007314741],"genre_scores_gemma":[0.99818975,0.00058521616,0.00021680092,0.0006948441,0.00012131491,0.000005986545,3.368232e-7,0.000009889487,0.0001758789],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9971893,0.0014515304,0.000673338,0.00016205096,0.00028613774,0.00023763138],"domain_scores_gemma":[0.9951312,0.0035703755,0.00096532697,0.00013590015,0.00008607537,0.00011113262],"candidate_categories":["metaresearch","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.00822966,0.0001333148,0.0003260358,0.00009089778,0.0010929368,0.000042765998,0.0004224293,0.00009047698,0.0000012484479],"category_scores_gemma":[0.01855265,0.0000802075,0.00010367756,0.00013371883,0.00019873021,0.0001171344,0.00019158807,0.0033359642,1.098294e-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":[0.00003437859,0.000029920218,0.95158845,0.00032027627,0.000083677245,2.9520368e-7,0.022137014,0.00020310513,0.0007431135,0.0002514806,0.00021056703,0.024397703],"study_design_scores_gemma":[0.0028095806,0.00038629826,0.9428972,0.0032055227,0.00030350478,0.00010424144,0.03297968,0.0001429599,0.00018069932,0.0044326307,0.012338546,0.00021915231],"about_ca_topic_score_codex":0.000059884278,"about_ca_topic_score_gemma":0.000008483354,"teacher_disagreement_score":0.024178552,"about_ca_system_score_codex":0.000058792884,"about_ca_system_score_gemma":0.00014062198,"threshold_uncertainty_score":0.99896336},"labels":[],"label_agreement":null},{"id":"W4411787851","doi":"10.14434/josotl.v25i2.36396","title":"Flexible Deadlines Impact Student Mental Health and Course Engagement: a Mixed Methods Exploratory Study","year":2025,"lang":"en","type":"article","venue":"Journal of the Scholarship of Teaching and Learning","topic":"Higher Education Research Studies","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"York University","funders":"","keywords":"Mental health; Psychology; Exploratory research; Student engagement; Course (navigation); Multimethodology; Mathematics education; Medical education; Applied psychology; Pedagogy; Medicine; Psychotherapist; Sociology","score_opus":0.07506187090288752,"score_gpt":0.5459697379513827,"score_spread":0.4709078670484952,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4411787851","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":[0.9832863,0.0063039097,0.000100162215,0.009434217,0.00039168034,0.00021406716,4.811519e-7,0.000010726807,0.00025843087],"genre_scores_gemma":[0.99620616,0.00032619984,0.0023722872,0.00012900238,0.00008850971,0.0000029096793,1.1756315e-7,0.000005510876,0.0008692942],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9843257,0.01444689,0.0003656174,0.000112716196,0.0005377929,0.00021125512],"domain_scores_gemma":[0.9982499,0.0009204912,0.00042484884,0.00009653849,0.00015948224,0.00014876768],"candidate_categories":["metaresearch","sts"],"consensus_categories":[],"category_scores_codex":[0.035958532,0.000092275695,0.00027229582,0.00017195036,0.002789042,0.00018306218,0.0002976925,0.000027722308,0.0000074864884],"category_scores_gemma":[0.005328502,0.000060382717,0.000082973485,0.00021120283,0.00015805832,0.00031526963,0.00020040269,0.0017838868,2.1004865e-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":[0.00003839246,0.00032837436,0.68256116,0.000030922398,0.00031848418,6.6894444e-7,0.27681014,0.00005861742,0.00020982619,0.00027865605,0.0007324925,0.03863229],"study_design_scores_gemma":[0.0005663287,0.0003623977,0.49253467,0.0002702251,0.000048103797,0.0000016749301,0.49312112,0.0000043738874,0.000031512176,0.00020199308,0.012795768,0.00006181817],"about_ca_topic_score_codex":0.00025112164,"about_ca_topic_score_gemma":0.000077962526,"teacher_disagreement_score":0.21631098,"about_ca_system_score_codex":0.00015166526,"about_ca_system_score_gemma":0.00063026795,"threshold_uncertainty_score":0.99850917},"labels":[],"label_agreement":null},{"id":"W4415749922","doi":"10.14434/josotl.v25i3.36826","title":"Mapping Metacognition: Uncovering Strategic Knowledge in Action","year":2025,"lang":"en","type":"article","venue":"Journal of the Scholarship of Teaching and Learning","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta; Mount Royal University","funders":"Mount Royal University","keywords":"Metacognition; Concept map; Sophistication; Recall; Action (physics); Cognition; Cognitive strategy; Affordance","score_opus":0.13401176920922292,"score_gpt":0.4357957813818518,"score_spread":0.3017840121726289,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4415749922","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":[0.9740444,0.0005474414,0.00011727902,0.0020286548,0.0007569765,0.000029824963,4.9300628e-8,0.0000049275204,0.022470478],"genre_scores_gemma":[0.99766886,0.00006797976,0.00030141187,0.000060165385,0.00013114295,3.4029372e-7,5.090995e-8,0.0000018458795,0.0017682072],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99737585,0.0020298332,0.00023704438,0.00006386177,0.0001851195,0.00010829022],"domain_scores_gemma":[0.9991249,0.00044684307,0.00025784242,0.000044845572,0.00008880104,0.00003679081],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0107394075,0.000043697182,0.000110164285,0.00024297534,0.0008688743,0.00010751148,0.0001970685,0.00004681143,0.00001977433],"category_scores_gemma":[0.002815543,0.000033233267,0.000060277624,0.00034671265,0.00007456112,0.00042212792,0.00002713026,0.0016032679,7.6356156e-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":[0.000060729137,0.000204721,0.47343615,0.00012212673,0.00007821764,0.0000025911013,0.19759774,0.0031630797,0.012346759,0.03642432,0.00008597429,0.2764776],"study_design_scores_gemma":[0.0007091564,0.000066562294,0.3661124,0.0015574103,0.000045275185,0.000017371915,0.5606492,0.00019527692,0.00033748822,0.023688827,0.04645386,0.00016715571],"about_ca_topic_score_codex":0.00022526049,"about_ca_topic_score_gemma":0.00021692735,"teacher_disagreement_score":0.36305147,"about_ca_system_score_codex":0.00007851579,"about_ca_system_score_gemma":0.00033273155,"threshold_uncertainty_score":0.696549},"labels":[],"label_agreement":null},{"id":"W4415749929","doi":"10.14434/josotl.v25i3.37005","title":"Pedagogical Approaches Utilized in Nutrition Education: A Scoping Review","year":2025,"lang":"en","type":"article","venue":"Journal of the Scholarship of Teaching and Learning","topic":"Innovative Teaching Methods","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"Division of Undergraduate Education","keywords":"Experiential learning; Scholarship; Popularity; Scholarship of Teaching and Learning; Inclusion (mineral); Teaching method; Flipped classroom; Higher education; Discipline","score_opus":0.22883582658574964,"score_gpt":0.49689437685812743,"score_spread":0.2680585502723778,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4415749929","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":[0.9176686,0.04820059,0.0012183172,0.012901787,0.00050827314,0.0005333713,1.1973061e-7,0.000015439238,0.018953538],"genre_scores_gemma":[0.9787432,0.0016040917,0.017995343,0.00038774122,0.0001503848,0.00000674758,2.0462456e-7,0.000005229212,0.0011070421],"study_design_codex":"design_other","study_design_gemma":"systematic_review","domain_scores_codex":[0.98961776,0.009330192,0.00050910114,0.000099214216,0.00030897543,0.00013476025],"domain_scores_gemma":[0.9983797,0.0008154185,0.00054973766,0.00009107989,0.00013072688,0.00003330567],"candidate_categories":["metaresearch","research_integrity"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.03133554,0.00007468156,0.00029996497,0.00020141358,0.0007113701,0.00006530708,0.0003064296,0.00007128697,0.000010327339],"category_scores_gemma":[0.023324074,0.000054236934,0.000105426705,0.00040146447,0.00012305797,0.00032390113,0.00006013107,0.0028348747,1.8631484e-7],"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":[0.00012146166,0.00077748724,0.18835522,0.008232957,0.000070225855,0.0000027154842,0.042644396,0.00008054046,0.0014117404,0.10134777,0.0002479981,0.65670747],"study_design_scores_gemma":[0.0024236394,0.00022794686,0.09589589,0.7408637,0.0002801014,0.000068095986,0.083230816,0.000055148288,0.00036390845,0.029181374,0.046899572,0.0005098207],"about_ca_topic_score_codex":0.000067189125,"about_ca_topic_score_gemma":0.000019442155,"teacher_disagreement_score":0.7326307,"about_ca_system_score_codex":0.000095154166,"about_ca_system_score_gemma":0.00049291895,"threshold_uncertainty_score":0.99946564},"labels":[],"label_agreement":null}]}