{"meta":{"query_hash":"2fd8f6c6bfb5","filters":{"venue":"Research and Advances in Education"},"cohort_total":5,"direct_labels_cover":0,"predictions_cover":5,"exported":5,"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/2fd8f6c6bfb5","api":"https://metacan.xera.ac/api/v1/cohort?venue=Research+and+Advances+in+Education"},"results":[{"id":"W4392917951","doi":"10.56397/rae.2024.03.06","title":"Exploring the Impact of Teacher Role Changes in the Flipped Classroom Model on the Critical Thinking Abilities of University Students","year":2024,"lang":"en","type":"article","venue":"Research and Advances in Education","topic":"Education and Critical Thinking Development","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Manitoba","funders":"","keywords":"Critical thinking; Mathematics education; Psychology; Flipped classroom; Qualitative property; Qualitative research; Pedagogy; Sociology; Computer science","score_opus":0.16034597408405443,"score_gpt":0.4886299881978675,"score_spread":0.3282840141138131,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4392917951","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99521613,0.00012201842,0.002300386,0.00024128654,0.000029548006,0.00018568167,0.00001958919,0.000026190593,0.0018591965],"genre_scores_gemma":[0.99265,0.00014955238,0.0057192687,0.00008373159,0.00000677654,0.00022209769,0.000022889742,0.0000067709198,0.0011388989],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9942621,0.0032954144,0.000167201,0.00051851245,0.001054156,0.0007026199],"domain_scores_gemma":[0.98780525,0.005861298,0.0015708425,0.0011029572,0.0018357908,0.0018238972],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004638364,0.00050925335,0.00043830814,0.00046916565,0.0012854579,0.001632656,0.0013246754,0.0007186969,0.0018505898],"category_scores_gemma":[0.020816578,0.00023690096,0.00049655134,0.00028637095,0.0017389735,0.0012382871,0.002150323,0.0007916386,0.00028760443],"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":[0.0040601897,0.016121332,0.105796866,0.0015277034,0.00026247712,0.0013418357,0.12769799,0.006577197,0.04665268,0.0037338713,0.0028708363,0.68335706],"study_design_scores_gemma":[0.002270528,0.053035952,0.49185053,0.0021254444,0.0011537842,0.0018493339,0.26202548,0.016803063,0.08568681,0.008952502,0.07362785,0.00061878446],"about_ca_topic_score_codex":0.010190771,"about_ca_topic_score_gemma":0.030389568,"teacher_disagreement_score":0.010190771,"about_ca_system_score_codex":0.0036808655,"about_ca_system_score_gemma":0.00758987,"threshold_uncertainty_score":0.026706696},"labels":[],"label_agreement":null},{"id":"W4403876399","doi":"10.56397/rae.2024.10.06","title":"The Integration of Pre-Service Training and In-Service Support Models in Canada and Their Impact on Multicultural Education","year":2024,"lang":"en","type":"article","venue":"Research and Advances in Education","topic":"Higher Education Learning Practices","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Lakehead University","funders":"","keywords":"Multiculturalism; Training (meteorology); Service (business); Psychology; Business; Pedagogy; Marketing; Geography","score_opus":0.07458946523506452,"score_gpt":0.4803681752903898,"score_spread":0.4057787100553253,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4403876399","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9152513,0.0035206748,0.0012919776,0.017819526,0.00021390547,0.00015053446,0.00017127213,0.0000632114,0.061517473],"genre_scores_gemma":[0.9908483,0.0012631344,0.0010308031,0.00057555374,0.000016200143,0.000028845445,0.00005214351,0.00001554038,0.0061695455],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99625045,0.00081728236,0.00007005453,0.000178215,0.0009373648,0.0017465729],"domain_scores_gemma":[0.9933141,0.00047893985,0.00033290905,0.0001409189,0.0012486806,0.004484548],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019850167,0.00030711087,0.00027034018,0.0011339514,0.010695454,0.004342363,0.0017320854,0.0007168408,0.0041889935],"category_scores_gemma":[0.005603417,0.0002310925,0.0003056058,0.0018358906,0.0029874826,0.0012785997,0.0055580237,0.0016331901,0.00018142538],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00059144886,0.0010152139,0.22749735,0.0008614357,0.00010094026,0.0020305023,0.12347931,0.0024058581,0.0024841295,0.061696768,0.019117221,0.5587199],"study_design_scores_gemma":[0.000095518735,0.0005848824,0.57267845,0.0012025612,0.0001288154,0.00080326066,0.26417175,0.0026095149,0.0010017789,0.0043499484,0.15222602,0.00014760409],"about_ca_topic_score_codex":0.9723647,"about_ca_topic_score_gemma":0.9914249,"teacher_disagreement_score":0.91480297,"about_ca_system_score_codex":0.08519702,"about_ca_system_score_gemma":0.19903344,"threshold_uncertainty_score":0.6181505},"labels":[],"label_agreement":null},{"id":"W4405999422","doi":"10.56397/rae.2024.12.08","title":"The Dual Impact of Cooperative Learning Models in Bilingual Classrooms on Students’ Language Skills and Academic Achievement","year":2024,"lang":"en","type":"article","venue":"Research and Advances in Education","topic":"Educational Practices and Challenges","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Laurentian University; Nipissing University","funders":"","keywords":"Dual language; Mathematics education; Dual (grammatical number); Academic achievement; Psychology; Computer science; Linguistics","score_opus":0.07755654208639824,"score_gpt":0.5495409637872357,"score_spread":0.4719844217008375,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4405999422","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9810446,0.00019717087,0.0018295142,0.0004016057,0.000013950627,0.00005043005,0.000010666226,0.000026759888,0.016425384],"genre_scores_gemma":[0.9977859,0.000096682794,0.001003687,0.000021865664,0.0000022055945,0.000024691133,0.000007948288,0.000002834909,0.0010540818],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99603313,0.0016286562,0.00008073555,0.00031249807,0.0013599007,0.0005851114],"domain_scores_gemma":[0.99535155,0.0014301927,0.0005382882,0.0003130377,0.0006179614,0.0017489672],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031968746,0.00038700487,0.00033425374,0.00078408286,0.0036218697,0.0029972827,0.0007982274,0.00037309554,0.0014724329],"category_scores_gemma":[0.0060166935,0.00015807104,0.00029622501,0.00040591398,0.0027791045,0.0009504832,0.0048939134,0.0007180893,0.00019325425],"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":[0.0013831634,0.006044297,0.27134672,0.0006651134,0.00016338118,0.0011552081,0.2506961,0.0021750778,0.026361752,0.03220891,0.0033737386,0.40442654],"study_design_scores_gemma":[0.0004081392,0.0061290017,0.5634417,0.00073639187,0.0004778352,0.0014355563,0.3100132,0.011440597,0.019106982,0.024235522,0.062299818,0.00027531036],"about_ca_topic_score_codex":0.09354895,"about_ca_topic_score_gemma":0.21198507,"teacher_disagreement_score":0.09354895,"about_ca_system_score_codex":0.005690063,"about_ca_system_score_gemma":0.014605311,"threshold_uncertainty_score":0.18600887},"labels":[],"label_agreement":null},{"id":"W4406824487","doi":"10.56397/rae.2025.01.03","title":"The Impact of Group Collaboration Habits on Team Task Outcomes in PBL Business Courses","year":2025,"lang":"en","type":"article","venue":"Research and Advances in Education","topic":"Education and Learning Interventions","field":"Computer Science","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Winnipeg","funders":"","keywords":"Task (project management); Task group; Group (periodic table); Medical education; Psychology; Knowledge management; Mathematics education; Computer science; Medicine; Engineering management; Engineering; Management; Economics","score_opus":0.023009214844337024,"score_gpt":0.4701071925122434,"score_spread":0.4470979776679064,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4406824487","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9978278,0.000041184026,0.00034841656,0.000084229454,0.000013673947,0.000029442219,0.000012721888,0.000009869839,0.0016326266],"genre_scores_gemma":[0.9990426,0.000029399787,0.00029888054,0.000019159508,0.000005105673,0.000036058595,0.000021607806,0.000006463828,0.0005406974],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99416804,0.002868303,0.00043228854,0.00051047985,0.0012205958,0.0008002298],"domain_scores_gemma":[0.9644698,0.019815136,0.005095861,0.0016425399,0.0022816043,0.006695043],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0061493977,0.00025954796,0.00029451537,0.00071160257,0.0011782522,0.0026892538,0.00053943053,0.0005114275,0.0028392517],"category_scores_gemma":[0.042046744,0.00014956434,0.0003330742,0.0004333854,0.0009481139,0.0010288213,0.0026139799,0.0011080861,0.0004774186],"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":[0.0023144938,0.01304384,0.5984366,0.00037179567,0.0002937758,0.00028730184,0.04773257,0.0021969297,0.0064150356,0.0010850695,0.0013246092,0.3264979],"study_design_scores_gemma":[0.00009682258,0.004052467,0.9609936,0.00016509595,0.000091519796,0.00012112026,0.025953889,0.0019078802,0.0021396761,0.001985997,0.0024284536,0.000063476],"about_ca_topic_score_codex":0.0018800524,"about_ca_topic_score_gemma":0.0031374802,"teacher_disagreement_score":0.0061493977,"about_ca_system_score_codex":0.00086630415,"about_ca_system_score_gemma":0.0018357752,"threshold_uncertainty_score":0.032521486},"labels":[],"label_agreement":null},{"id":"W4406824681","doi":"10.56397/rae.2025.01.06","title":"The Role of Faculty in Designing Multicultural Curricula to Support International Student Adaptation","year":2025,"lang":"en","type":"article","venue":"Research and Advances in Education","topic":"International Student and Expatriate Challenges","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Laurentian University","funders":"","keywords":"Curriculum; Adaptation (eye); Multiculturalism; Pedagogy; Engineering ethics; Psychology; Mathematics education; Medical education; Sociology; Engineering; Medicine","score_opus":0.05937578215821951,"score_gpt":0.517063616304705,"score_spread":0.4576878341464855,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4406824681","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.58150846,0.0053522345,0.06258885,0.094778076,0.0033754671,0.0018349768,0.00026603532,0.0018369834,0.248459],"genre_scores_gemma":[0.87654734,0.0027653552,0.07195303,0.006316547,0.00019303607,0.00046164438,0.0001337267,0.00027774906,0.04135167],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99174917,0.003404136,0.00035986654,0.00050195993,0.0019225216,0.00206236],"domain_scores_gemma":[0.9676261,0.0043203714,0.0017326677,0.0017288096,0.0095754145,0.01501667],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.015176813,0.0004041298,0.00028058686,0.001827107,0.011979641,0.0097513655,0.0020794591,0.0012588731,0.008815886],"category_scores_gemma":[0.022628278,0.0003676451,0.0004088735,0.0016650964,0.0036615736,0.0034669768,0.007177585,0.0020074102,0.0014713618],"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":[0.000115460316,0.0014900089,0.06770714,0.0008790386,0.000046406225,0.00059536815,0.08257372,0.0025611778,0.009849016,0.02636214,0.049389537,0.75843096],"study_design_scores_gemma":[0.0000676518,0.00084238645,0.045447644,0.0016500882,0.00012259193,0.0005313336,0.20053443,0.0022410261,0.015278307,0.017181095,0.71585107,0.00025236214],"about_ca_topic_score_codex":0.047889363,"about_ca_topic_score_gemma":0.18926924,"teacher_disagreement_score":0.047889363,"about_ca_system_score_codex":0.011311978,"about_ca_system_score_gemma":0.091032825,"threshold_uncertainty_score":0.09522122},"labels":[],"label_agreement":null}]}