{"meta":{"page":1,"per_page":50,"max_per_page":100,"total":54,"total_is_capped":false,"direct_labels_cover":0,"predictions_cover":54,"direct_label_status":"direct model label, unvalidated","prediction_status":"machine_predicted_unvalidated (Codex and Gemma teacher distillation)","score_status":"score_only:v0-immature-baseline (scores rank; they never assert a category)","snapshot":{"source":"OpenAlex, pinned release, all 482 partitions","release":"2026-06-24","frame_built":"2026-07-12"},"query_hash":"1b02ada14c94","filters":{"venue":"Australasian Journal of Educational Technology"}},"results":[{"id":"W1737811870","doi":"10.14742/ajet.1245","title":"Bullying in the new playground: Research into cyberbullying and cyber victimisation","year":2007,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Bullying, Victimization, and Aggression","field":"Psychology","cited_by":336,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Calgary","funders":"","keywords":"Victimisation; Cyber bullying; Psychology; Human factors and ergonomics; Suicide prevention; Poison control; Social psychology; Medical emergency; Medicine; The Internet; Computer science","retraction":null,"screen_n_in":null,"score":{"opus":0.04082605980234307,"gpt":0.3875714921342175,"spread":0.3467454323318745,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026972,0.0001414198,0.0001901165,0.001439686,0.0003075815,0.00005994838,0.0004573299,0.0003112445,0.0006966494],"category_scores_gemma":[0.000520288,0.0001107583,0.00004483798,0.001207245,0.0002747954,0.0002156308,0.00004074951,0.001066811,0.00003630781],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001429763,"about_ca_system_score_gemma":0.0002917957,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001570763,"about_ca_topic_score_gemma":0.0001639244,"domain_scores_codex":[0.9981102,0.0001848621,0.0006487026,0.0002379618,0.0003919264,0.0004263766],"domain_scores_gemma":[0.9981576,0.0008324645,0.0003700883,0.0002491985,0.0002790924,0.0001115915],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0002899485,0.0007514027,0.5091735,0.00003367571,0.0001305889,0.0001367575,0.04365576,0.00008346556,0.002538791,0.3366967,0.038488,0.06802134],"study_design_scores_gemma":[0.002290488,0.000625469,0.6229852,0.000506863,0.00005190056,0.004767031,0.08215646,0.0000105253,0.0006961313,0.2494174,0.0361004,0.0003921551],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9212245,0.001031538,0.001356644,0.07080555,0.0007905592,0.0002261819,4.596639e-7,0.00001439428,0.004550196],"genre_scores_gemma":[0.9929092,0.00007122755,0.005068829,0.0001733877,0.0006092426,0.000009204173,0.000004002655,0.00001785016,0.001137047],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1138117,"threshold_uncertainty_score":0.7627823,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1814213537","doi":"10.14742/ajet.1203","title":"Using activity theory and its principle of contradictions to guide research in educational technology","year":2008,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Information Systems Theories and Implementation","field":"Social Sciences","cited_by":211,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Memorial University of Newfoundland","funders":"","keywords":"ICTS; Educational research; Sociology; Educational technology; Information and Communications Technology; Through-the-lens metering; Education theory; Engineering ethics; Epistemology; Computer science; Management science; Higher education; Lens (geology); Pedagogy; Political science; Economics","retraction":null,"screen_n_in":null,"score":{"opus":0.1288675749625507,"gpt":0.4834693105194034,"spread":0.3546017355568527,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002175648,0.00007067125,0.000185675,0.001931122,0.0004237879,0.00001252969,0.0002597022,0.0001589573,0.0002209043],"category_scores_gemma":[0.001567822,0.0000732169,0.00003017333,0.001593688,0.0005841805,0.0004002778,0.00003815806,0.0003088305,0.000007206133],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000351192,"about_ca_system_score_gemma":0.001966058,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00008373211,"about_ca_topic_score_gemma":0.0000847189,"domain_scores_codex":[0.9984868,0.0002417734,0.0005673096,0.0001063728,0.0003339887,0.0002638034],"domain_scores_gemma":[0.9981235,0.0004335827,0.0003556745,0.0001049829,0.0008956388,0.00008667586],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.0000275734,0.00009272005,0.03106967,0.000008523608,0.00001838461,8.675019e-7,0.00367455,0.00002093958,0.002942893,0.9613094,0.0002552526,0.0005791659],"study_design_scores_gemma":[0.001268785,0.0005784273,0.1616487,0.0003183147,0.00002774034,0.001169002,0.07984038,0.00002052349,0.008695672,0.7065477,0.03955949,0.0003251856],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.950092,0.00009896251,0.0002264816,0.04686665,0.0002822086,0.0002620753,0.000008221608,0.00000592817,0.002157518],"genre_scores_gemma":[0.9967825,0.00005607045,0.002335107,0.00002096113,0.0001614953,0.00001796321,0.00000123981,0.000005220007,0.0006194731],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2547617,"threshold_uncertainty_score":0.3487701,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1943956809","doi":"10.14742/ajet.825","title":"A context-aware ubiquitous learning approach to conducting scientific inquiry activities in a science park","year":2012,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Mobile Learning in Education","field":"Computer Science","cited_by":128,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Athabasca University","funders":"Natural Sciences and Engineering Research Council of Canada; National Science Council","keywords":"Competence (human resources); Computer science; Context (archaeology); Science education; Field (mathematics); Science learning; Mathematics education; Constellation; Mobile device; Notation; Multimedia; Psychology; World Wide Web","retraction":null,"screen_n_in":null,"score":{"opus":0.05383324535150822,"gpt":0.3330199657696116,"spread":0.2791867204181034,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002145697,0.0001619301,0.0002488637,0.002535873,0.0003869357,0.0002534006,0.001581779,0.0001258664,0.00002686024],"category_scores_gemma":[0.001590844,0.0001631088,0.0000522068,0.003351182,0.0008452607,0.001944432,0.0002130835,0.0008737743,0.00002999749],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004285223,"about_ca_system_score_gemma":0.001492562,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000005443978,"about_ca_topic_score_gemma":0.000001776436,"domain_scores_codex":[0.9978094,0.0001210253,0.0005261439,0.000376216,0.0005021187,0.0006650662],"domain_scores_gemma":[0.9982468,0.0002309184,0.0005053687,0.0003927914,0.0003851296,0.0002389369],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00002505626,0.002374156,0.510062,0.00007714371,0.00005828451,0.000006796594,0.08794463,0.005150975,0.03428365,0.2843297,0.003590576,0.07209704],"study_design_scores_gemma":[0.00288522,0.002234025,0.4423632,0.00154121,0.00008767971,0.01374102,0.3530144,0.00315631,0.09319511,0.06046999,0.02430177,0.003010052],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9792053,0.0001519075,0.007458074,0.009169594,0.003201621,0.0001721509,2.491776e-7,0.0000400834,0.0006010368],"genre_scores_gemma":[0.9696131,0.000001654868,0.02945595,0.00006267447,0.0004068482,0.00003627008,0.000001077031,0.00001129718,0.0004110803],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2650698,"threshold_uncertainty_score":0.6651382,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3019476132","doi":"10.14742/ajet.5689","title":"Not just digital natives: Integrating technologies in professional education contexts","year":2020,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Impact of Technology on Adolescents","field":"Social Sciences","cited_by":127,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Royal College of Physicians and Surgeons of Canada; Mount Royal University","funders":"Social Sciences and Humanities Research Council of Canada; University of British Columbia; Mount Royal University","keywords":"Digital native; Affordance; Leverage (statistics); Sociocultural evolution; Technology integration; Technological literacy; Educational technology; Engineering ethics; Emerging technologies; Computer science; Pedagogy; Sociology; Engineering; World Wide Web; Human–computer interaction","retraction":null,"screen_n_in":null,"score":{"opus":0.02925886681130623,"gpt":0.370918089498129,"spread":0.3416592226868227,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0003501986,0.0001898352,0.0003350439,0.0009095308,0.0002458275,0.00008412536,0.001033179,0.0005122568,0.0001643916],"category_scores_gemma":[0.007890391,0.0001799636,0.00009385034,0.001430412,0.001111095,0.0007916926,0.00009483151,0.001242273,0.00004758625],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003598129,"about_ca_system_score_gemma":0.002773986,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00001557596,"about_ca_topic_score_gemma":0.00004566951,"domain_scores_codex":[0.9981292,0.0000798511,0.0007069485,0.0002472108,0.0004196414,0.0004171466],"domain_scores_gemma":[0.9983727,0.0001912772,0.000684554,0.0001512865,0.0004682157,0.0001319587],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","study_design_scores_codex":[0.0001200848,0.0012384,0.4098358,0.00004598413,0.00007613372,0.00002243623,0.008079941,0.00000432077,0.001471832,0.4306661,0.02193471,0.1265043],"study_design_scores_gemma":[0.002286197,0.0009727531,0.07488387,0.001576604,0.00005399625,0.0003461447,0.6416941,0.00001219978,0.00641313,0.2231029,0.04772287,0.0009352019],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.5269874,0.0002699958,0.00003660246,0.4669075,0.001126505,0.0002850736,0.000008401134,0.000134198,0.004244369],"genre_scores_gemma":[0.9960493,0.00004355054,0.002039316,0.0003708372,0.0002352926,0.00001725659,0.000004493155,0.00001580718,0.001224096],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.6336142,"threshold_uncertainty_score":0.9446105,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2097668694","doi":"10.14742/ajet.1152","title":"A strategic assessment of audience response systems used in higher education","year":2009,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Innovative Teaching Methods","field":"Social Sciences","cited_by":113,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Ontario Tech University","funders":"","keywords":"Formative assessment; Audience response; Computer science; Class (philosophy); Peer assessment; Chart; Target audience; Control (management); Higher education; Mathematics education; Multimedia; Psychology; Artificial intelligence","retraction":null,"screen_n_in":null,"score":{"opus":0.09686514531548265,"gpt":0.4626211033970487,"spread":0.365755958081566,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00333785,0.0000982304,0.0002617364,0.001118547,0.00009784775,0.00002594704,0.0004578834,0.0001830488,0.0002057947],"category_scores_gemma":[0.0006868751,0.00009596114,0.0000476331,0.001477207,0.0003346339,0.0002361491,0.000009483055,0.0004958736,0.000002233968],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0005189825,"about_ca_system_score_gemma":0.004227092,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00005865359,"about_ca_topic_score_gemma":0.00001442182,"domain_scores_codex":[0.9978635,0.0007500199,0.0006559899,0.0001349786,0.0003603199,0.000235173],"domain_scores_gemma":[0.9980917,0.0003944192,0.0007670732,0.000156534,0.0005284729,0.00006179354],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","study_design_scores_codex":[0.00003081058,0.0004010375,0.06005775,0.000005828684,0.00001107815,0.000002368795,0.0007952034,0.00004225257,0.007732684,0.9299091,0.0002165671,0.0007953678],"study_design_scores_gemma":[0.0003004934,0.0004552832,0.7529091,0.000213545,0.00001261909,0.00004994187,0.01191506,0.00000371876,0.0002206368,0.231941,0.001850138,0.0001284574],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9034775,0.0001087918,0.00007667917,0.08414719,0.001044036,0.0001497836,0.000001130928,0.00001009024,0.01098477],"genre_scores_gemma":[0.9827539,0.000008260949,0.01519166,0.00004635636,0.0002110408,0.000007055125,8.024169e-7,0.000004965419,0.001775978],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.697968,"threshold_uncertainty_score":0.749868,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1861995071","doi":"10.14742/ajet.1281","title":"Implementation of personal response units in very large lecture classes: Student perceptions","year":2006,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Innovative Teaching Methods","field":"Social Sciences","cited_by":100,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"Western University","funders":"","keywords":"Perception; Mathematics education; Psychology; Scale (ratio); Educational technology; Medical education; Computer science; Pedagogy; Multimedia; Medicine; Geography","retraction":null,"screen_n_in":null,"score":{"opus":0.02893622024973813,"gpt":0.4385777599761603,"spread":0.4096415397264222,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00247945,0.0000949755,0.0001937621,0.00109467,0.000182139,0.00001800529,0.0003051195,0.0001665973,0.000842677],"category_scores_gemma":[0.001063168,0.00009689021,0.00005289685,0.001630438,0.0003157359,0.0002074936,0.00002220693,0.0004962783,0.00000411548],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004495101,"about_ca_system_score_gemma":0.002235609,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0002246269,"about_ca_topic_score_gemma":0.0015059,"domain_scores_codex":[0.9980361,0.0006581923,0.0005597426,0.0001175497,0.0003600123,0.0002684235],"domain_scores_gemma":[0.998395,0.0003909219,0.0004623684,0.00008508198,0.0006218737,0.00004470284],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00005481644,0.0003294776,0.7953678,0.000005263023,0.00002853902,0.000004858015,0.01094692,0.0000153265,0.007940125,0.1819665,0.00231462,0.00102583],"study_design_scores_gemma":[0.0005014661,0.0001679291,0.8786365,0.0000380747,0.00001516251,0.00003714464,0.09175708,4.87979e-7,0.0005627916,0.02412461,0.004072742,0.00008603332],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9563597,0.00005288694,0.0005261382,0.04197965,0.0002882517,0.000121508,0.00001232127,0.000008817164,0.0006507203],"genre_scores_gemma":[0.993078,0.000008678612,0.006271263,0.00004998578,0.0002307098,0.000006929158,0.000006367815,0.000008035433,0.0003400535],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1578419,"threshold_uncertainty_score":0.9226723,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1895420618","doi":"10.14742/ajet.1368","title":"Instructional designers' observations about identity, communities of practice and change agency","year":2004,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":93,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"University of British Columbia; University of Alberta; University of Saskatchewan","funders":"Social Sciences and Humanities Research Council of Canada; University of Saskatchewan","keywords":"Instructional design; Agency (philosophy); Construct (python library); Identity (music); Pedagogy; Social practice; Sociology; Professional development; Mathematics education; Psychology; Computer science; Social science","retraction":null,"screen_n_in":null,"score":{"opus":0.2020640221077025,"gpt":0.4250428888362398,"spread":0.2229788667285373,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005230325,0.00007714186,0.0001499365,0.0004256218,0.0002909904,0.00002946609,0.0002963776,0.0001173713,0.0001502479],"category_scores_gemma":[0.0009695356,0.00008079789,0.0000458253,0.0005516659,0.001052579,0.001016382,0.00002623997,0.0003046455,0.000003987443],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001278029,"about_ca_system_score_gemma":0.000803376,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0007206976,"about_ca_topic_score_gemma":0.0009384375,"domain_scores_codex":[0.999045,0.0001187097,0.0003487793,0.0000655988,0.0002700312,0.0001518675],"domain_scores_gemma":[0.998459,0.00025614,0.0004651123,0.00009548626,0.0006548574,0.0000693588],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","study_design_scores_codex":[0.000006019268,0.0002400033,0.0716093,0.00001218887,0.00007147784,7.070489e-7,0.1264886,0.000003375478,0.00006268651,0.799397,0.000236059,0.001872578],"study_design_scores_gemma":[0.000280411,0.00008805167,0.4748925,0.00008032457,0.00005043982,0.0001149452,0.3575856,5.201769e-8,0.00004414941,0.1618406,0.00493938,0.00008347868],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.5758819,0.0008608957,0.00009338243,0.4217837,0.0005346913,0.00009558073,0.000003196802,0.00001044552,0.0007361299],"genre_scores_gemma":[0.9812576,0.0005972061,0.01742922,0.000208719,0.0003426456,0.00001268341,0.000002385286,0.000005367628,0.00014423],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.6375564,"threshold_uncertainty_score":0.387827,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2562737314","doi":"10.14742/ajet.3058","title":"What if learning analytics were based on learning science?","year":2016,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Online Learning and Analytics","field":"Computer Science","cited_by":87,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Simon Fraser University","funders":"","keywords":"Learning analytics; Learning sciences; Competence (human resources); Computer science; Experiential learning; Analytics; Educational technology; Autonomy; Synchronous learning; Data science; Instructional design; Mathematics education; Knowledge management; Psychology; Cooperative learning; Teaching method; Multimedia; Social psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.01327263502450036,"gpt":0.3022553505595324,"spread":0.288982715535032,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008289155,0.0001621382,0.0002357705,0.001624426,0.0003020873,0.0002390213,0.001397616,0.0001324209,0.0001072911],"category_scores_gemma":[0.001760712,0.0001158818,0.0001151349,0.001511601,0.0004711255,0.001041846,0.00009007299,0.0008465305,0.00008854137],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001862864,"about_ca_system_score_gemma":0.001227,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":4.862022e-7,"about_ca_topic_score_gemma":3.632915e-7,"domain_scores_codex":[0.9981845,0.00007145247,0.0004522813,0.0003122114,0.0005667332,0.0004127899],"domain_scores_gemma":[0.9979819,0.0003931148,0.0005654481,0.0003305804,0.0005505428,0.0001784134],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.00003278432,0.0007164945,0.1971953,0.00002349465,0.0001115645,0.00008668991,0.0004183789,0.04408037,0.007303816,0.5477762,0.001636501,0.2006184],"study_design_scores_gemma":[0.006838957,0.01295334,0.1257894,0.005979264,0.0002615843,0.003851486,0.008291427,0.1589898,0.02186752,0.5198507,0.1323391,0.002987418],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"commentary","genre_gemma":"empirical","genre_scores_codex":[0.2630902,0.0001194111,0.04159457,0.691331,0.002174327,0.00008497605,6.537398e-7,0.0001471334,0.001457745],"genre_scores_gemma":[0.9811664,0.0000551201,0.01526752,0.0001166932,0.0002411092,0.000001148963,5.309686e-7,0.00001126424,0.003140275],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.7180762,"threshold_uncertainty_score":0.4725523,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2901408240","doi":"10.14742/ajet.4310","title":"Blended learning in large enrolment courses: Student perceptions across four different instructional models","year":2018,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Online and Blended Learning","field":"Social Sciences","cited_by":79,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Guelph; York University","funders":"","keywords":"Blended learning; Class (philosophy); Mathematics education; Perception; Psychology; Online learning; Public university; Instructional design; Computer science; Educational technology; Multimedia","retraction":null,"screen_n_in":null,"score":{"opus":0.02518153192829338,"gpt":0.3837637487912064,"spread":0.358582216862913,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.000690555,0.0001384782,0.0002408281,0.0004955498,0.0005927722,0.00005686568,0.0004246311,0.0002162943,0.001206948],"category_scores_gemma":[0.000253758,0.0001316336,0.00009854361,0.0005383425,0.0004856599,0.0003681958,0.00006131772,0.0008612738,0.00003391533],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003810747,"about_ca_system_score_gemma":0.001303819,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00001611677,"about_ca_topic_score_gemma":0.0009697636,"domain_scores_codex":[0.9981083,0.0001657439,0.0005210254,0.0001979725,0.000499849,0.0005070571],"domain_scores_gemma":[0.9988537,0.0001028082,0.0003634794,0.0001099504,0.0004375299,0.0001324992],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00003844009,0.001126467,0.7161889,0.000007746862,0.0001114844,0.00001366085,0.01159917,0.0006936379,0.0003282932,0.2483951,0.0006790737,0.02081804],"study_design_scores_gemma":[0.002119836,0.000901034,0.5537103,0.0002227141,0.00005514028,0.0003375828,0.2765718,0.0001473414,0.0001056912,0.1149402,0.05044721,0.0004410807],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9381962,0.00004479242,0.0002476556,0.05900767,0.0007284899,0.000108493,0.000005154644,0.0000252154,0.00163633],"genre_scores_gemma":[0.9935468,0.00009562077,0.003490797,0.00003563075,0.001145452,0.00001132064,0.00000512616,0.00001187566,0.001657421],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2649727,"threshold_uncertainty_score":0.9997061,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2119728718","doi":"10.14742/ajet.1154","title":"Improving critical thinking using web based argument mapping exercises with automated feedback","year":2009,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Education and Critical Thinking Development","field":"Social Sciences","cited_by":76,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University","funders":"Australian Government","keywords":"Argument (complex analysis); Critical thinking; Computer science; Construct (python library); Variety (cybernetics); Mathematics education; Test (biology); Software; Psychology; Artificial intelligence; Programming language","retraction":null,"screen_n_in":null,"score":{"opus":0.02489847701150744,"gpt":0.3396140729346503,"spread":0.3147155959231429,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007439914,0.0001525201,0.000243774,0.0006002061,0.0006479598,0.0001394792,0.0004332664,0.0001893165,0.0004757879],"category_scores_gemma":[0.001138207,0.0001377569,0.00006808394,0.0008142676,0.0004774462,0.0003042584,0.00001478012,0.0004253863,0.00001247979],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004121644,"about_ca_system_score_gemma":0.003294358,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00001443999,"about_ca_topic_score_gemma":0.000009089169,"domain_scores_codex":[0.9981831,0.00009548453,0.0005069527,0.0001979084,0.0005719289,0.0004446813],"domain_scores_gemma":[0.998489,0.000269462,0.0002669024,0.0001370686,0.0006255566,0.0002120125],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.00006981105,0.001528052,0.03354407,0.0000716683,0.00009834961,0.00006261278,0.008627436,0.0002334225,0.005099544,0.9326271,0.003475392,0.01456254],"study_design_scores_gemma":[0.003301582,0.00138046,0.06513646,0.003497062,0.0004098705,0.001141568,0.100965,0.002007252,0.004797079,0.795123,0.02037786,0.001862827],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.6195716,0.0001805935,0.002777149,0.3733294,0.001008817,0.0002161773,0.000001783944,0.000217005,0.00269745],"genre_scores_gemma":[0.860766,0.000008642707,0.138156,0.0006704024,0.0002523285,0.000003514868,0.000001533587,0.00000937078,0.0001322274],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.372659,"threshold_uncertainty_score":0.5844049,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2886385580","doi":"10.14742/ajet.4214","title":"Secondary pre-service teachers’ perceptions of technological pedagogical content knowledge (TPACK): What do they really think?","year":2018,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Digital literacy in education","field":"Computer Science","cited_by":74,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Calgary","funders":"","keywords":"Technology integration; Perception; Diversity (politics); Teacher education; Pedagogy; Mathematics education; Knowledge integration; Psychology; Professional development; Educational technology; Knowledge management; Computer science; Sociology; Domain knowledge","retraction":null,"screen_n_in":null,"score":{"opus":0.04995283437593133,"gpt":0.3503150073541612,"spread":0.3003621729782298,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000589371,0.00024731,0.0003992622,0.0008743333,0.0001413765,0.0002315372,0.002293907,0.0004010087,0.0003818633],"category_scores_gemma":[0.000623635,0.0002053733,0.0001631369,0.00102449,0.0007558432,0.002149835,0.0002711264,0.0008264086,0.0001370525],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001983732,"about_ca_system_score_gemma":0.001066874,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00000513709,"about_ca_topic_score_gemma":0.00002078502,"domain_scores_codex":[0.9977864,0.0001072456,0.000970903,0.0003956625,0.0003572837,0.0003824768],"domain_scores_gemma":[0.9965022,0.0002823388,0.0007491435,0.0007513149,0.001540676,0.0001743321],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.00003491376,0.002204933,0.01831589,0.00003609799,0.0001483266,0.000006805793,0.01956939,0.000006145633,0.005401068,0.8009028,0.002905829,0.1504678],"study_design_scores_gemma":[0.001150012,0.002746244,0.2026022,0.0008722518,0.0000910088,0.003929299,0.05914349,0.00004000508,0.004747334,0.6985562,0.02541074,0.0007112428],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9231618,0.0006253166,0.002366085,0.06600153,0.001171555,0.000230131,0.000007949327,0.00009469027,0.006340958],"genre_scores_gemma":[0.9666097,0.0000825488,0.03196709,0.0001805366,0.0002930589,0.00001594475,0.000007012532,0.00001450639,0.0008296244],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1842863,"threshold_uncertainty_score":0.8374881,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1872918746","doi":"10.14742/ajet.1192","title":"A multi-component model for assessing learning objects: The learning object evaluation metric (LOEM)","year":2008,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Open Education and E-Learning","field":"Computer Science","cited_by":72,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Ontario Tech University","funders":"","keywords":"Usability; Interactivity; Metric (unit); Computer science; Learning object; Mathematics education; Sample (material); Component (thermodynamics); Reliability (semiconductor); Perception; Quality (philosophy); Psychology; Artificial intelligence; Human–computer interaction; Multimedia; Engineering","retraction":null,"screen_n_in":null,"score":{"opus":0.07100787450322213,"gpt":0.3638243565181534,"spread":0.2928164820149313,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001863387,0.000199967,0.0002854609,0.001106194,0.001028692,0.000197607,0.001093965,0.0001645254,0.00005754761],"category_scores_gemma":[0.003295701,0.0001641582,0.0001715329,0.001467316,0.0001577486,0.0009235608,0.00009852178,0.001232959,0.00002489521],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003083,"about_ca_system_score_gemma":0.001887758,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000005929119,"about_ca_topic_score_gemma":0.000002510234,"domain_scores_codex":[0.9977567,0.0002977393,0.0006682993,0.0003227645,0.0005546329,0.0003999277],"domain_scores_gemma":[0.9969907,0.0006203692,0.0009429518,0.0002598156,0.00107375,0.0001124456],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"simulation_or_modeling","study_design_gemma":"simulation_or_modeling","study_design_scores_codex":[0.00004246603,0.001410788,0.08275662,0.00005912826,0.0003915414,0.0000121346,0.01922324,0.7751231,0.008039463,0.05927427,0.002798192,0.05086902],"study_design_scores_gemma":[0.001593646,0.0004060897,0.04510096,0.0001239703,0.000102801,0.00198171,0.01595192,0.9219145,0.000871884,0.009224899,0.00229893,0.0004287343],"study_design_candidate":"simulation_or_modeling","study_design_consensus":"simulation_or_modeling","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.5968828,0.000874745,0.3415496,0.05629427,0.001720622,0.0007436958,6.463263e-7,0.0001393033,0.001794278],"genre_scores_gemma":[0.8970766,0.00005162167,0.1011034,0.00007777188,0.0001919779,0.00005406155,0.000005722205,0.00001858419,0.001420241],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3001938,"threshold_uncertainty_score":0.7911972,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3090832085","doi":"10.14742/ajet.5650","title":"The relationship between mobile learning and self-regulated learning: A systematic review","year":2020,"lang":"en","type":"review","venue":"Australasian Journal of Educational Technology","topic":"Mobile Learning in Education","field":"Computer Science","cited_by":67,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Athabasca University","funders":"","keywords":"Self-regulated learning; Educational technology; Curriculum; Computer science; Active learning (machine learning); Mathematics education; Psychology; Pedagogy; Artificial intelligence","retraction":null,"screen_n_in":null,"score":{"opus":0.02958126060836181,"gpt":0.3450991828120807,"spread":0.3155179222037189,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","metaepi_narrow","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.001574615,0.0004069994,0.001845354,0.0006210444,0.0004957351,0.0002113102,0.001841519,0.0004508709,0.00001686916],"category_scores_gemma":[0.00893256,0.0002877637,0.0003412856,0.001966367,0.0001844908,0.0002768591,0.0002072542,0.003045946,0.0001028112],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002956011,"about_ca_system_score_gemma":0.001607229,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":4.426767e-7,"about_ca_topic_score_gemma":1.917805e-7,"domain_scores_codex":[0.9956591,0.001202744,0.001919641,0.0004289259,0.0004412667,0.0003483812],"domain_scores_gemma":[0.98963,0.005510747,0.003775144,0.0005033325,0.0003879372,0.0001928766],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"systematic_review","study_design_gemma":"not_applicable","study_design_scores_codex":[0.000001395138,0.0001982277,0.007864106,0.6171492,0.001378024,0.00002300832,0.0007625657,0.00001354302,1.53259e-7,0.09152213,0.002490908,0.2785967],"study_design_scores_gemma":[0.00008581237,0.0003742939,0.0002083931,0.211392,0.001678615,0.002490816,0.0001525992,0.00001010234,1.413776e-7,0.004812092,0.7784577,0.0003374151],"study_design_candidate":"systematic_review","study_design_consensus":null,"genre_codex":"review","genre_gemma":"review","genre_scores_codex":[0.00001885087,0.9851562,0.0002774997,0.0128082,0.0003718334,0.001181212,6.535882e-7,0.0001060193,0.00007957013],"genre_scores_gemma":[0.002241436,0.9934726,0.002657956,0.00001650682,0.0002784727,0.0002901941,0.00001351762,0.0000423241,0.0009870026],"genre_candidate":"review","genre_consensus":"review","teacher_disagreement_score":0.7759668,"threshold_uncertainty_score":0.9999574,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2201189832","doi":"10.14742/ajet.1869","title":"Blending for student engagement: Lessons learned for MOOCs and beyond","year":2015,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Online Learning and Analytics","field":"Computer Science","cited_by":66,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Alberta","funders":"University of Alberta; University of Central Florida","keywords":"Immediacy; Student engagement; Agency (philosophy); Mathematics education; Educational technology; Pedagogy; Higher education; Blended learning; Qualitative research; Digital learning; Psychology; Computer science; Sociology","retraction":null,"screen_n_in":null,"score":{"opus":0.08092950516696247,"gpt":0.4096362372722358,"spread":0.3287067321052733,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006166878,0.00008717601,0.000163598,0.0003709004,0.0001126443,0.00006740646,0.0005044568,0.0000787692,0.000003356339],"category_scores_gemma":[0.0005570033,0.00008063271,0.00005741242,0.0002255464,0.00006786428,0.0001904269,0.00006629669,0.0002288,0.000001921356],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00005285976,"about_ca_system_score_gemma":0.0003572693,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":3.096442e-7,"about_ca_topic_score_gemma":7.622418e-7,"domain_scores_codex":[0.9992023,0.00002337433,0.0002802678,0.0001583468,0.0001404576,0.0001952192],"domain_scores_gemma":[0.9989186,0.0002273634,0.0002682137,0.0001449905,0.0003331742,0.0001076498],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.00001045087,0.0001987696,0.005681309,0.00001853027,0.00009211987,0.00000203047,0.0007016866,0.0002889925,0.0002710869,0.9584124,0.005759657,0.02856295],"study_design_scores_gemma":[0.001727386,0.001290803,0.002313661,0.00005966618,0.00007596424,0.0003080888,0.00419463,0.002318035,0.0006686358,0.9275478,0.05927687,0.0002184496],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"commentary","genre_gemma":"empirical","genre_scores_codex":[0.1200748,0.0003817575,0.1258076,0.752349,0.0008695464,0.0002271281,0.000007903068,0.00003544604,0.0002467245],"genre_scores_gemma":[0.7975337,0.00002072537,0.2011279,0.0000766325,0.0002185108,0.00001107055,0.000002354287,0.000007159702,0.001001986],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.7522724,"threshold_uncertainty_score":0.3288106,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1754754639","doi":"10.14742/ajet.1199","title":"Developing conceptual understanding of mechanical advantage through the use of Lego robotic technology","year":2008,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":61,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Alberta","funders":"","keywords":"Underpinning; Function (biology); Conceptual change; Conceptual framework; Computer science; Mathematics education; Instructional design; Psychology; Relation (database); Teaching method; Engineering; Sociology","retraction":null,"screen_n_in":null,"score":{"opus":0.2882390988348379,"gpt":0.4186114118260284,"spread":0.1303723129911905,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.000486822,0.0001059048,0.0002923599,0.0005319322,0.0004485726,0.00001204792,0.0007560191,0.0002472316,0.0004411257],"category_scores_gemma":[0.002381057,0.00008475172,0.00009112175,0.00156905,0.004023206,0.0004157812,0.00004544678,0.0004477953,0.000006072846],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002532007,"about_ca_system_score_gemma":0.003151724,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00006243466,"about_ca_topic_score_gemma":0.000126041,"domain_scores_codex":[0.9983152,0.0001452799,0.0006857308,0.0001476883,0.0004099212,0.0002962083],"domain_scores_gemma":[0.9976825,0.0007948684,0.0007845517,0.0002014361,0.0004748454,0.00006179432],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","study_design_scores_codex":[0.000007777032,0.00008169634,0.01231898,0.000004179625,0.00003090497,0.000002488184,0.007216077,0.00006819236,0.000433317,0.97782,0.001848391,0.0001679546],"study_design_scores_gemma":[0.0004745944,0.0003418329,0.002592327,0.000185352,0.00005497781,0.0008315469,0.5114508,0.000006899284,0.004567301,0.4378844,0.04136775,0.0002422103],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"commentary","genre_gemma":"empirical","genre_scores_codex":[0.4620003,0.0002594892,0.02180716,0.51243,0.001892659,0.0002410843,0.00000391141,0.00002402568,0.001341374],"genre_scores_gemma":[0.9815643,0.0002623649,0.01738179,0.000170012,0.0001399871,0.000003659283,8.645818e-7,0.000006767126,0.0004702428],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.5399356,"threshold_uncertainty_score":0.9986873,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2165480763","doi":"10.14742/ajet.1336","title":"The search for learning community in learner paced distance education: Or, 'Having your cake and eating it, too!'","year":2005,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Online and Blended Learning","field":"Social Sciences","cited_by":57,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Athabasca University","funders":"Athabasca University","keywords":"Pace; Distance education; Context (archaeology); Mathematics education; Computer science; Attention span; Psychology; Higher education; Learning community","retraction":null,"screen_n_in":null,"score":{"opus":0.04361674816194372,"gpt":0.4032849949296744,"spread":0.3596682467677307,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.001814714,0.00008816426,0.0001489636,0.0002322145,0.001337384,0.00009161609,0.0003530476,0.0001283395,0.00006631375],"category_scores_gemma":[0.002209909,0.00006836486,0.00004165234,0.0004653439,0.0003745104,0.000272872,0.00003475191,0.001213805,0.000002702962],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001856475,"about_ca_system_score_gemma":0.002094605,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00008115381,"about_ca_topic_score_gemma":0.002459961,"domain_scores_codex":[0.9987056,0.0003143543,0.00037292,0.0001009755,0.000192549,0.0003136474],"domain_scores_gemma":[0.9982312,0.001027128,0.0002658677,0.0001079544,0.0002899057,0.00007796928],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"not_applicable","study_design_scores_codex":[0.00007951631,0.000357114,0.4028572,0.00003098548,0.00004101312,0.000001673748,0.01537483,0.0006490072,0.0002034863,0.1351198,0.002944308,0.442341],"study_design_scores_gemma":[0.0005036405,0.0002925877,0.02738238,0.0002650245,0.00002029273,0.0001146421,0.3383513,0.00007081285,0.0001071448,0.009402274,0.6232998,0.0001901636],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.760146,0.0003759728,0.00008839275,0.2369176,0.0001935516,0.0001335021,7.568025e-7,0.00001072449,0.002133504],"genre_scores_gemma":[0.9805748,0.0002239221,0.008927207,0.00006489581,0.0005443998,0.00001430017,0.000002218454,0.000009654834,0.009638572],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.6203554,"threshold_uncertainty_score":0.9999627,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1931914503","doi":"10.14742/ajet.1337","title":"Agency of the instructional designer: Moral coherence and transformative social practice","year":2005,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Innovative Education and Learning Practices","field":"Social Sciences","cited_by":53,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Athabasca University; University of Saskatchewan; University of Alberta","funders":"","keywords":"Transformative learning; Instructional design; Agency (philosophy); Sense of agency; Action (physics); Sociology; Pedagogy; Meaning (existential); Identity (music); Coherence (philosophical gambling strategy); Value (mathematics); Psychology; Computer science; Social psychology; Social science; Aesthetics","retraction":null,"screen_n_in":null,"score":{"opus":0.05062779857658851,"gpt":0.3938003243834165,"spread":0.343172525806828,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007784293,0.00007093335,0.0001218373,0.0002161168,0.000455769,0.00002455558,0.0002854551,0.0001182092,0.0006592409],"category_scores_gemma":[0.001783464,0.00005703757,0.00004729324,0.0006849396,0.001016897,0.000771729,0.00001250099,0.0004722452,0.000005660576],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00009046066,"about_ca_system_score_gemma":0.001293139,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0000251574,"about_ca_topic_score_gemma":0.00002027199,"domain_scores_codex":[0.9988478,0.0002605469,0.000375752,0.00007694366,0.0002981115,0.0001408701],"domain_scores_gemma":[0.9979482,0.000337241,0.0008270988,0.0000552559,0.000793083,0.00003912695],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","study_design_scores_codex":[0.00002750092,0.000180867,0.008931187,0.000006029157,0.00005549785,2.498898e-7,0.02206757,0.000007676263,0.0003834186,0.9366908,0.002482936,0.02916625],"study_design_scores_gemma":[0.000953701,0.0003021683,0.2406326,0.000100137,0.0001458786,0.000580067,0.1211416,0.000003667474,0.003169137,0.1321988,0.5004652,0.0003070375],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"commentary","genre_gemma":"empirical","genre_scores_codex":[0.4576981,0.0001332577,0.000106428,0.5170159,0.0006023471,0.0001242009,0.000002846622,0.000007234128,0.02430971],"genre_scores_gemma":[0.9875919,0.00003392927,0.01078142,0.0001905232,0.0004633758,0.000004103671,5.268118e-7,0.0000039877,0.000930213],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.8044921,"threshold_uncertainty_score":0.7218225,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1621359596","doi":"10.14742/ajet.1087","title":"Assessing laptop use in higher education classrooms: The Laptop Effectiveness Scale (LES)","year":2010,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Mobile Learning in Education","field":"Computer Science","cited_by":52,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Ontario Tech University","funders":"","keywords":"Laptop; Scale (ratio); Psychology; Construct validity; Mathematics education; Higher education; Computer science; Multimedia; Psychometrics; Developmental psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.02435833978736773,"gpt":0.3208706652785692,"spread":0.2965123254912015,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008780644,0.0001677362,0.0002136105,0.0007557235,0.0001631675,0.0002973988,0.001337054,0.0002765397,0.0003096932],"category_scores_gemma":[0.0005892746,0.0001353165,0.00007807254,0.001194365,0.0002611583,0.0014481,0.00008742544,0.001463277,0.00003063848],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000180917,"about_ca_system_score_gemma":0.001296317,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00002910947,"about_ca_topic_score_gemma":0.00004130035,"domain_scores_codex":[0.9983995,0.0002331024,0.0005086358,0.0002877383,0.0002814321,0.0002896234],"domain_scores_gemma":[0.9975355,0.0007990919,0.0005456273,0.0005838333,0.0004487631,0.00008723444],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00000793499,0.0008124368,0.5800174,0.00002407385,0.0000275712,0.000003216235,0.0003577907,0.000146089,0.008582867,0.3571602,0.001142942,0.05171747],"study_design_scores_gemma":[0.0002300245,0.00006974062,0.9241887,0.0001265206,0.00001233011,0.0004602269,0.0004424128,0.00004578143,0.0009984556,0.06176942,0.01150287,0.000153574],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9247789,0.0000687298,0.001105876,0.06813344,0.00474714,0.0001852969,3.565237e-7,0.00003091475,0.0009492796],"genre_scores_gemma":[0.972712,0.000005270344,0.02560169,0.000123429,0.0004930786,0.00005097951,0.000002348912,0.00001512961,0.0009960587],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3441713,"threshold_uncertainty_score":0.6357292,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1954835856","doi":"10.14742/ajet.1349","title":"An instrument to support thinking critically about critical thinking in online asynchronous discussions","year":2004,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Education and Critical Thinking Development","field":"Social Sciences","cited_by":51,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Memorial University of Newfoundland","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Construct (python library); Asynchronous communication; Critical thinking; Measure (data warehouse); Psychology; Cognition; Computer science; Empirical research; Mathematics education; Applied psychology; Medical education; Medicine; Epistemology","retraction":null,"screen_n_in":null,"score":{"opus":0.02518243282533434,"gpt":0.3831662092516065,"spread":0.3579837764262722,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.001100008,0.0001684134,0.0002862586,0.0008212278,0.0006118986,0.0001440706,0.0009064105,0.0002607342,0.00101684],"category_scores_gemma":[0.003593143,0.000155395,0.00008012178,0.0008628815,0.0005790209,0.0004582781,0.00005833775,0.0007611843,0.00005177379],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0007822798,"about_ca_system_score_gemma":0.003393836,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00007951295,"about_ca_topic_score_gemma":0.0007126163,"domain_scores_codex":[0.9974647,0.0001278764,0.0008066359,0.0002758332,0.0007235833,0.0006014065],"domain_scores_gemma":[0.9982966,0.0002529542,0.0001204767,0.0002129115,0.0005985484,0.0005185566],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.000009346045,0.001339232,0.01604802,0.000009080121,0.00001325644,0.00002848152,0.01316073,0.00004717965,0.0001055664,0.9626499,0.0002038016,0.006385429],"study_design_scores_gemma":[0.0003388028,0.0004231136,0.04436256,0.0003613397,0.00001842704,0.0001395126,0.0433832,4.561284e-7,0.0001361814,0.9077183,0.002902377,0.0002157479],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"commentary","genre_gemma":"empirical","genre_scores_codex":[0.4730066,0.00002853502,0.001120165,0.5234989,0.001013339,0.0001381446,0.00000452155,0.00003306022,0.001156767],"genre_scores_gemma":[0.8925463,0.00002561977,0.1043441,0.002508359,0.0004509392,0.00001466117,0.000008231459,0.00001512654,0.00008667842],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.5209905,"threshold_uncertainty_score":0.9998963,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1612233442","doi":"10.14742/ajet.922","title":"Are secondary preservice teachers well prepared to teach with technology? A case study from China","year":2011,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Education and Technology Integration","field":"Social Sciences","cited_by":43,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Windsor","funders":"","keywords":"Technology integration; China; Teacher education; Educational technology; Mathematics education; Psychology; Pedagogy; Medical education; Teacher preparation; Higher education; Medicine; Political science","retraction":null,"screen_n_in":null,"score":{"opus":0.02645409427366437,"gpt":0.3303426163282074,"spread":0.303888522054543,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0005950283,0.0002265325,0.0003401984,0.001534889,0.0004360399,0.00003534005,0.0009963185,0.0004794424,0.002571184],"category_scores_gemma":[0.0007522892,0.0002009153,0.00006591152,0.001754833,0.000510218,0.0003829796,0.00006595493,0.001071818,0.00007627894],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002659974,"about_ca_system_score_gemma":0.0009782425,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001632857,"about_ca_topic_score_gemma":0.01203119,"domain_scores_codex":[0.9981194,0.0001864355,0.0006079548,0.0003780455,0.000317149,0.0003910709],"domain_scores_gemma":[0.9976808,0.00007435455,0.0009084031,0.0004934247,0.0006282306,0.0002147857],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"qualitative","study_design_scores_codex":[0.00004718895,0.001704075,0.9299733,0.000004075791,0.0002475249,0.0003904536,0.04714369,0.000001729666,0.00009881803,0.009932513,0.007517748,0.002938897],"study_design_scores_gemma":[0.0007270045,0.0009825632,0.2179255,0.00008138985,0.0001413491,0.002240256,0.7333084,4.202976e-7,0.0006627569,0.03432422,0.00929175,0.0003143768],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9165286,0.00007844157,0.00006627056,0.07579104,0.000472678,0.0005451846,0.000008388046,0.0001293281,0.006380035],"genre_scores_gemma":[0.9893391,0.000007071987,0.008354769,0.00008288342,0.0001982317,0.00009641152,0.000003125635,0.00002321816,0.001895224],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.7120478,"threshold_uncertainty_score":0.9983406,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2124772770","doi":"10.14742/ajet.1249","title":"Adoption of educational technology ten years after setting strategic goals: A Canadian university case","year":2007,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Online and Blended Learning","field":"Social Sciences","cited_by":39,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":true},"ca_institutions":"University of Alberta; University of Windsor","funders":"University of Calgary","keywords":"Mentorship; Technology integration; Scholarship; Educational technology; Faculty development; Medical education; Plan (archaeology); Technology education; Professional development; Strategic planning; Psychology; Pedagogy; Engineering management; Public relations; Sociology; Engineering; Political science; Business; Marketing; Medicine","retraction":null,"screen_n_in":null,"score":{"opus":0.01381573092660826,"gpt":0.3086371170629154,"spread":0.2948213861363071,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007308191,0.00009950694,0.0001744572,0.001885089,0.0002225707,0.00001519155,0.0003259947,0.0003579309,0.0008304566],"category_scores_gemma":[0.0003898273,0.0001145609,0.00007573072,0.001285856,0.000520064,0.0002251075,0.00002018745,0.0005481233,0.00002501728],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004378736,"about_ca_system_score_gemma":0.005682342,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002451167,"about_ca_topic_score_gemma":0.0465844,"domain_scores_codex":[0.9988078,0.00006603591,0.0003818973,0.000151067,0.0002033603,0.0003898226],"domain_scores_gemma":[0.9985825,0.000183587,0.0004249073,0.0001249507,0.0004792962,0.0002047478],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","study_design_scores_codex":[0.00004579599,0.0002835404,0.4618468,0.00001938618,0.0001180619,0.000760805,0.001326008,0.00003346837,0.0003040794,0.5168878,0.0007911494,0.01758306],"study_design_scores_gemma":[0.001374739,0.0007368011,0.2657018,0.0004320225,0.0002769969,0.008720067,0.3742632,0.00000736813,0.0003399839,0.2466808,0.1006414,0.0008247948],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8981917,0.0001329639,0.00001292567,0.09794022,0.0002702456,0.00007924576,0.0000109137,0.00001067563,0.003351121],"genre_scores_gemma":[0.9880272,0.0000249523,0.01063166,0.00002128945,0.0003421028,8.893454e-7,0.000004995651,0.000008408249,0.0009385459],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3729372,"threshold_uncertainty_score":0.9999545,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1881192153","doi":"10.14742/ajet.947","title":"Using computer-based instruction to improve Indigenous early literacy in Northern Australia: A quasi-experimental study","year":2011,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Reading and Literacy Development","field":"Psychology","cited_by":38,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Concordia University; McGill University","funders":"Department of Education and Training; Telstra Foundation; Australian Research Council; Fred Hollows Foundation","keywords":"Indigenous; Attendance; Literacy; Mathematics education; Reading (process); Intervention (counseling); Phonics; Psychology; Test (biology); Medical education; Computer science; Primary education; Pedagogy; Medicine; Political science","retraction":null,"screen_n_in":null,"score":{"opus":0.04474017500333968,"gpt":0.3648100942491143,"spread":0.3200699192457745,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0002731335,0.0002146551,0.0003263016,0.001528853,0.00007898807,0.00003652577,0.0004074328,0.0001833374,0.0003643711],"category_scores_gemma":[0.00002704459,0.000211829,0.00007510887,0.0007362709,0.00008265543,0.0002069994,0.00003261458,0.0004984228,0.00008150348],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003599953,"about_ca_system_score_gemma":0.0002986585,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0004525547,"about_ca_topic_score_gemma":0.0000580869,"domain_scores_codex":[0.9981515,0.0001059056,0.000845037,0.0003129384,0.0001999106,0.000384666],"domain_scores_gemma":[0.9988694,0.00004314561,0.0004482319,0.000269716,0.00022579,0.000143771],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0001886287,0.006646496,0.9410352,0.000005291785,0.0001191547,0.0001055932,0.04438079,0.00002727194,0.0005861295,0.0007917346,0.00004006652,0.006073718],"study_design_scores_gemma":[0.002083819,0.006870572,0.978137,0.0001081716,0.00003059266,0.0008244924,0.008638837,0.000005223111,0.001622063,0.001218429,0.0001607723,0.0003000401],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9968008,0.00003010337,0.0002828671,0.0004501152,0.001892576,0.0004141101,0.000003517046,0.00001739606,0.0001084519],"genre_scores_gemma":[0.9764369,1.506192e-7,0.02302464,0.000037479,0.0002210053,0.00003777158,0.000002458518,0.00002227711,0.0002173262],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.03710186,"threshold_uncertainty_score":0.8638135,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2944716186","doi":"10.14742/ajet.4704","title":"The conceptualisation of cognitive tools in learning and technology: A review","year":2019,"lang":"en","type":"review","venue":"Australasian Journal of Educational Technology","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":37,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Simon Fraser University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Interactivity; Computer science; Hypermedia; Generality; Cognition; Cognitive science; Educational technology; Hypertext; Human–computer interaction; Data science; Psychology; Multimedia; Mathematics education; World Wide Web","retraction":null,"screen_n_in":null,"score":{"opus":0.1212543261983324,"gpt":0.4873336165125743,"spread":0.366079290314242,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.003080926,0.0002851929,0.001511658,0.001490609,0.0001003398,0.00001692026,0.0004771847,0.000657917,0.000254831],"category_scores_gemma":[0.009090981,0.000202785,0.0001719045,0.001942087,0.0008369773,0.00007718508,0.00006108838,0.003159612,0.00003343745],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001044246,"about_ca_system_score_gemma":0.0007372486,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000002035341,"about_ca_topic_score_gemma":8.128991e-7,"domain_scores_codex":[0.9963717,0.001378733,0.001499291,0.0002793018,0.0001776975,0.0002932452],"domain_scores_gemma":[0.992389,0.003932696,0.002880906,0.0002280445,0.0005376894,0.00003170903],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"not_applicable","study_design_scores_codex":[0.000008617767,0.00007374371,0.002282466,0.00216169,0.0002780523,0.000005460173,0.0002941294,9.537799e-8,0.000001431651,0.06148665,0.0005763316,0.9328313],"study_design_scores_gemma":[0.0003834417,0.0005040441,0.0005245184,0.06670042,0.0005459284,0.00144231,0.003484932,7.410029e-8,0.000001832505,0.004323696,0.921855,0.000233803],"study_design_candidate":"design_other","study_design_consensus":null,"genre_codex":"review","genre_gemma":"review","genre_scores_codex":[0.0004262284,0.9904488,0.00003240487,0.006401465,0.0005733051,0.0005152529,0.000006872849,0.00001293106,0.001582757],"genre_scores_gemma":[0.003695785,0.9932132,0.0006806621,0.00002217294,0.000112569,0.00006738721,0.00002174959,0.00003324668,0.002153239],"genre_candidate":"review","genre_consensus":"review","teacher_disagreement_score":0.9325975,"threshold_uncertainty_score":0.9992559,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2151466007","doi":"10.14742/ajet.979","title":"Using social network metrics to assess the effectiveness of broad based admission practices","year":2011,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Medical Education and Admissions","field":"Medicine","cited_by":37,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of British Columbia","funders":"","keywords":"Creativity; Scholarship; Psychology; Social network analysis; Higher education; Computer science; Mathematics education; Pedagogy; Medical education; Public relations; Sociology; Social psychology; Political science; Medicine; Social science; Social capital","retraction":null,"screen_n_in":null,"score":{"opus":0.1640951172578584,"gpt":0.4449472503282432,"spread":0.2808521330703848,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.001255832,0.000104586,0.000296713,0.0004971341,0.0001289554,0.000006951544,0.0002646517,0.0001729704,0.001648784],"category_scores_gemma":[0.01566925,0.00006900679,0.0001084175,0.001355629,0.0001680714,0.00007758682,0.00002635087,0.0004894036,0.000005297194],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00008896346,"about_ca_system_score_gemma":0.003417707,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000008079209,"about_ca_topic_score_gemma":5.637982e-7,"domain_scores_codex":[0.9986705,0.0002285448,0.0004628612,0.0001207014,0.0003256882,0.0001916828],"domain_scores_gemma":[0.9970791,0.0008808564,0.0008741894,0.0001699208,0.000598851,0.0003970955],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.003178949,0.00732621,0.7178289,0.0008106935,0.0009273772,0.00006099687,0.001632335,0.0001976488,0.05663307,0.1563861,0.03825589,0.01676185],"study_design_scores_gemma":[0.002187176,0.001758737,0.9054854,0.001850613,0.0008061607,0.001413299,0.004244833,0.00009414645,0.03291085,0.02987711,0.01906624,0.0003054633],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9151788,0.0002139325,0.002183612,0.07884034,0.001131494,0.0003686082,0.000002457881,0.00001282424,0.002067881],"genre_scores_gemma":[0.9698111,0.000006001125,0.02923426,0.0004069211,0.0003917665,0.000006490218,0.000002435665,0.00001105563,0.0001299213],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1876565,"threshold_uncertainty_score":0.9992638,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2738601691","doi":"10.14742/ajet.3498","title":"Advancing teacher technology education using open-ended learning environments as research and training platforms","year":2017,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Online Learning and Analytics","field":"Computer Science","cited_by":35,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University","funders":"","keywords":"Affordance; Computer science; Educational technology; Knowledge management; Service (business); Plan (archaeology); Instructional design; Technology integration; Multimedia; Mathematics education; Psychology; Human–computer interaction","retraction":null,"screen_n_in":null,"score":{"opus":0.06197533612939928,"gpt":0.4146110241173723,"spread":0.3526356879879731,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009987138,0.0001468796,0.0002660798,0.00121917,0.001023767,0.0003789222,0.00223755,0.0002489894,0.00003384255],"category_scores_gemma":[0.001681681,0.0001402846,0.00003673649,0.0004147903,0.0005277249,0.001184638,0.0006343601,0.001497803,0.00001674313],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000173616,"about_ca_system_score_gemma":0.001290447,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00001626786,"about_ca_topic_score_gemma":0.000003982902,"domain_scores_codex":[0.9984698,0.00004019701,0.0004219299,0.000326119,0.0003076819,0.000434268],"domain_scores_gemma":[0.9983026,0.00009426189,0.0007245321,0.000523065,0.0002146521,0.0001408347],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.00002075806,0.0007224621,0.1792105,0.00002165213,0.0001383488,0.00003614404,0.001405138,0.0003528557,0.01338844,0.6066356,0.000430247,0.1976378],"study_design_scores_gemma":[0.0007571988,0.0009299857,0.01969466,0.0004100541,0.00002723116,0.003348866,0.01047712,0.001958288,0.001678113,0.9512614,0.00912346,0.0003336448],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9134326,0.0001980839,0.001707833,0.08264954,0.0003469599,0.0001095582,2.603794e-7,0.00002019573,0.001534965],"genre_scores_gemma":[0.9284847,0.00005044294,0.06803617,0.0000238306,0.0001911395,0.000004933248,0.000001060473,0.00001385326,0.003193883],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3446257,"threshold_uncertainty_score":0.7874089,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1960332419","doi":"10.14742/ajet.1327","title":"Gender and CMC: A review on conflict and harassment","year":2005,"lang":"en","type":"review","venue":"Australasian Journal of Educational Technology","topic":"Knowledge Management and Sharing","field":"Social Sciences","cited_by":32,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Calgary","funders":"","keywords":"Harassment; Perception; Psychology; Social psychology; Focus (optics); Set (abstract data type); Computer science","retraction":null,"screen_n_in":null,"score":{"opus":0.1172499221179234,"gpt":0.4423615667292324,"spread":0.325111644611309,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006854748,0.0001993964,0.0007799183,0.0005930326,0.0001689215,0.00005062209,0.0003449739,0.0002484462,0.0004933398],"category_scores_gemma":[0.0003244271,0.000164813,0.000135424,0.0003518112,0.0003085186,0.0001053065,0.00005762271,0.0005321919,0.00003611091],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001487286,"about_ca_system_score_gemma":0.0005802562,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000002106078,"about_ca_topic_score_gemma":0.00000723023,"domain_scores_codex":[0.9986537,0.0001124987,0.0005746802,0.0002045326,0.0002266071,0.0002280233],"domain_scores_gemma":[0.9988355,0.0001771573,0.0006140942,0.000134118,0.0001138307,0.0001252684],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"not_applicable","study_design_scores_codex":[6.968271e-7,0.00004886572,0.00008257369,0.002499517,0.0001198148,0.000004437005,0.000156236,1.389641e-8,1.916078e-8,0.1397447,0.01151745,0.8458256],"study_design_scores_gemma":[0.00007003092,0.00005125188,0.00007588805,0.0121347,0.0003673578,0.0001033259,0.0002563121,3.458821e-8,3.23311e-8,0.001711778,0.9850978,0.0001315039],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"review","genre_gemma":"review","genre_scores_codex":[0.00001162466,0.9713084,0.000001323986,0.01229213,0.000275026,0.0003389466,0.000002459298,0.000009208475,0.01576088],"genre_scores_gemma":[0.0001728391,0.9954092,0.0003803224,0.0001159685,0.0005666611,0.00002059047,0.000003607121,0.00001330938,0.003317536],"genre_candidate":"review","genre_consensus":"review","teacher_disagreement_score":0.9735803,"threshold_uncertainty_score":0.672088,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2156453221","doi":"10.14742/ajet.1274","title":"Instructors' experiences of web based synchronous communication using two way audio and direct messaging","year":2007,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Online and Blended Learning","field":"Social Sciences","cited_by":31,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"Memorial University of Newfoundland","funders":"","keywords":"Asynchronous communication; Computer science; Exploratory research; Multimedia; Psychology; World Wide Web; Telecommunications","retraction":null,"screen_n_in":null,"score":{"opus":0.01612761381752745,"gpt":0.3491998130739027,"spread":0.3330721992563753,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001030316,0.00007878274,0.0001881542,0.0005100798,0.0002740349,0.0000207295,0.0003025311,0.0001078862,0.0001654789],"category_scores_gemma":[0.0004548885,0.00007616421,0.00004474938,0.0005216058,0.0007348058,0.0002417969,0.00002476387,0.0002823927,6.324518e-7],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001064018,"about_ca_system_score_gemma":0.001061836,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00004482054,"about_ca_topic_score_gemma":0.0001205638,"domain_scores_codex":[0.9989623,0.0001022406,0.0004083209,0.00009749211,0.0002219987,0.0002076142],"domain_scores_gemma":[0.9987413,0.0002948878,0.0005274673,0.0001200785,0.000238971,0.00007725521],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"qualitative","study_design_scores_codex":[0.000071423,0.0005432767,0.7292506,0.0000571086,0.0001697754,0.00001613295,0.0409014,0.000347345,0.01588396,0.1312942,0.0003273331,0.08113743],"study_design_scores_gemma":[0.002512695,0.0005952328,0.05212113,0.001023947,0.000211399,0.0004919212,0.8634944,0.0003153448,0.02473346,0.02515435,0.02859286,0.0007532873],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9888549,0.0004430778,0.00009740652,0.006844666,0.0001980172,0.00005180471,6.257437e-7,0.00001178943,0.003497644],"genre_scores_gemma":[0.9671255,0.00004818345,0.03261182,0.00001164595,0.0001326366,0.000001155858,9.283586e-7,0.000005839642,0.00006231113],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.822593,"threshold_uncertainty_score":0.3105887,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1877609076","doi":"10.14742/ajet.243","title":"Connected teaching and learning: The uses and implications of connectivism in an online class","year":2013,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Online and Blended Learning","field":"Social Sciences","cited_by":31,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Western University","funders":"","keywords":"Connectivism; Class (philosophy); Mathematics education; Curriculum; Pedagogy; Computer science; Online course; Psychology; Learning theory; Artificial intelligence","retraction":null,"screen_n_in":null,"score":{"opus":0.02942906546116238,"gpt":0.3515946780301947,"spread":0.3221656125690323,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005540366,0.00005969032,0.000136549,0.0002819735,0.000272315,0.00003045322,0.0001786159,0.0001034895,0.00007915467],"category_scores_gemma":[0.001804672,0.00004622352,0.00001786129,0.0002514638,0.0004556791,0.0002770683,0.00002051203,0.0007964724,8.207692e-7],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00002704682,"about_ca_system_score_gemma":0.0003405596,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001628868,"about_ca_topic_score_gemma":0.0005536618,"domain_scores_codex":[0.9991155,0.0002935964,0.0002687467,0.00009277893,0.00008916049,0.0001402124],"domain_scores_gemma":[0.9987016,0.0006819785,0.000278994,0.00007205676,0.0002063263,0.00005907459],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.000003924302,0.0002044212,0.649405,0.000005061001,0.00002156059,4.591735e-7,0.003374544,0.00002263513,0.00216399,0.2973269,0.0001711335,0.04730036],"study_design_scores_gemma":[0.0002660371,0.0002556542,0.8323299,0.00004740373,0.0000179477,0.00008616944,0.07576747,0.00002444645,0.00004409221,0.08414845,0.006930353,0.00008212388],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8255231,0.0001144096,0.000008814887,0.1738627,0.00003742237,0.00007883932,9.978627e-7,0.0000067781,0.0003668868],"genre_scores_gemma":[0.9960443,0.00005239503,0.003592092,0.00003913679,0.0001129025,0.000004305801,0.000001864708,0.000004877499,0.0001480942],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2131784,"threshold_uncertainty_score":0.346032,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1869674115","doi":"10.14742/ajet.1277","title":"Instructor immediacy strategies to facilitate group work in online graduate study","year":2007,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Communication in Education and Healthcare","field":"Psychology","cited_by":31,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Athabasca University","funders":"Athabasca University","keywords":"Immediacy; Debriefing; Psychology; Focus group; Medical education; Qualitative research; Professional development; Pedagogy; Mathematics education; Sociology; Social psychology; Medicine","retraction":null,"screen_n_in":null,"score":{"opus":0.1353477681552964,"gpt":0.4422303573983962,"spread":0.3068825892430997,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0009187241,0.0001845112,0.0003264306,0.001899751,0.00008755583,0.00002780448,0.0007884423,0.0001799541,0.001114252],"category_scores_gemma":[0.0003150859,0.0001846843,0.00007180026,0.001867222,0.0001713874,0.0001702719,0.00005791604,0.0009967549,0.0001322835],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002424552,"about_ca_system_score_gemma":0.0004667587,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001219715,"about_ca_topic_score_gemma":0.001003845,"domain_scores_codex":[0.9976813,0.0001474075,0.001223051,0.0002510633,0.000264734,0.0004323992],"domain_scores_gemma":[0.9979553,0.0003897364,0.0004521044,0.0005468599,0.0004232734,0.0002327268],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0003499209,0.00445483,0.8007697,0.00001483021,0.0001228554,0.00003058939,0.05324699,0.00001343312,0.00009283964,0.09590221,0.006030402,0.03897138],"study_design_scores_gemma":[0.0005914513,0.0004399833,0.7480098,0.00003963467,0.000009131436,0.0001127387,0.2371542,5.13284e-8,0.000005077201,0.01020954,0.003315808,0.000112545],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9274241,0.0002175363,0.00009422712,0.0686215,0.002036666,0.0003829858,0.000008524622,0.00002195587,0.001192502],"genre_scores_gemma":[0.9914942,0.00001650059,0.00708077,0.0002112665,0.0003006042,0.00003485672,0.00001458385,0.00001857409,0.0008286246],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1839072,"threshold_uncertainty_score":0.9997989,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1905524401","doi":"10.14742/ajet.1315","title":"The pedagogical and multimedia designs of learning objects for schools","year":2005,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Open Education and E-Learning","field":"Computer Science","cited_by":30,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Ontario Tech University; University of Alberta","funders":"","keywords":"Interactivity; Experiential learning; Multimedia; Computer science; Instructional design; Narrative; Educational technology; Object (grammar); Mathematics education; Psychology; Artificial intelligence","retraction":null,"screen_n_in":null,"score":{"opus":0.05139093925985164,"gpt":0.3545126032941201,"spread":0.3031216640342684,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005137582,0.00008320701,0.0001456548,0.000233386,0.0002265547,0.00007297927,0.0005905711,0.00009184235,0.00003354837],"category_scores_gemma":[0.001378507,0.00006196031,0.00005471575,0.0002817822,0.0001399356,0.0003033338,0.00005225394,0.000475758,0.000009980003],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00003912688,"about_ca_system_score_gemma":0.0004625468,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":8.123265e-7,"about_ca_topic_score_gemma":0.000002187614,"domain_scores_codex":[0.9991043,0.00005650325,0.0003702565,0.000127843,0.0001444026,0.0001966891],"domain_scores_gemma":[0.998494,0.0005664448,0.0003979866,0.0001269368,0.0003252294,0.00008942313],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","study_design_scores_codex":[0.00003794994,0.000317688,0.04211232,0.00002082927,0.0001043804,0.00000147312,0.00397036,0.0006032477,0.00504285,0.7770559,0.004787349,0.1659457],"study_design_scores_gemma":[0.005787407,0.005841792,0.1838634,0.0005365385,0.0001822085,0.004788511,0.1758125,0.009092698,0.03392936,0.2845479,0.2942254,0.00139231],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.5302158,0.001156777,0.01813966,0.4469158,0.00101805,0.00039622,9.672027e-7,0.00004757334,0.00210915],"genre_scores_gemma":[0.8938337,0.00006467466,0.1046595,0.00004139599,0.0001879214,0.000009378853,5.682703e-7,0.000004978318,0.001197843],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.492508,"threshold_uncertainty_score":0.2526668,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2121899014","doi":"10.14742/ajet.914","title":"Exploring teacher knowledge and actions supporting technology-enhanced teaching in elementary schools: Two approaches by pre-service teachers","year":2011,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Education and Technology Integration","field":"Social Sciences","cited_by":28,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Brock University","funders":"","keywords":"Practicum; Mathematics education; Teacher education; Psychology; Pedagogy; Teaching method; Technology integration","retraction":null,"screen_n_in":null,"score":{"opus":0.1385558317493125,"gpt":0.3808009160456165,"spread":0.242245084296304,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001284335,0.0001901551,0.0002637549,0.001605583,0.0004178713,0.00003332264,0.0005507491,0.0003320567,0.0002709439],"category_scores_gemma":[0.0009230226,0.0001982608,0.00005216798,0.001163732,0.0004304492,0.0009470661,0.00005493497,0.001700075,0.00001376705],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003711594,"about_ca_system_score_gemma":0.0005706891,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0003600045,"about_ca_topic_score_gemma":0.002908484,"domain_scores_codex":[0.9981964,0.0001887,0.0007049438,0.0002950701,0.0001712962,0.0004436482],"domain_scores_gemma":[0.9988605,0.00009044049,0.0005581297,0.0002082617,0.0001581357,0.000124536],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"qualitative","study_design_scores_codex":[0.00002140493,0.001381142,0.5868866,0.00002049201,0.000143221,0.000002866856,0.06498415,0.000002393832,0.004567973,0.1980979,0.002407718,0.1414841],"study_design_scores_gemma":[0.001174421,0.0002975668,0.04124825,0.0003271242,0.0001050094,0.0001633214,0.8084592,0.00001060728,0.01141432,0.1212657,0.0149801,0.0005544049],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9269425,0.0002800264,0.0001877424,0.06301758,0.0003667581,0.0002329137,0.000002148805,0.00009328067,0.008877064],"genre_scores_gemma":[0.988654,0.0001024713,0.01028729,0.00004500535,0.0001548755,0.0001190891,0.000007591478,0.00001927385,0.0006104204],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.743475,"threshold_uncertainty_score":0.808484,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1688928277","doi":"10.14742/ajet.1110","title":"Learner centredness in high school distance learning: Teachers' perspectives and research validated principles","year":2009,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Online and Blended Learning","field":"Social Sciences","cited_by":25,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":true},"ca_institutions":"Memorial University of Newfoundland","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Psychology; Context (archaeology); Metacognition; Dimension (graph theory); Distance education; Relevance (law); Mathematics education; Diversity (politics); Instructional design; Pedagogy; Asynchronous communication; Cognition; Computer science; Sociology","retraction":null,"screen_n_in":null,"score":{"opus":0.03583514971644026,"gpt":0.3898486778511732,"spread":0.3540135281347329,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001323176,0.00009045014,0.0001835361,0.0007802864,0.0003211096,0.00007074929,0.0003192222,0.0001959275,0.0004517808],"category_scores_gemma":[0.003411802,0.00008623151,0.00003397499,0.001033861,0.0005669901,0.0003032429,0.00002357319,0.001532552,0.00001641139],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002811423,"about_ca_system_score_gemma":0.001264559,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00004661247,"about_ca_topic_score_gemma":0.0001102287,"domain_scores_codex":[0.9983435,0.0003867891,0.0003137164,0.0001961177,0.0003736428,0.0003862101],"domain_scores_gemma":[0.9989476,0.0002081133,0.0002019239,0.00009148602,0.0004068819,0.0001440138],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00004028698,0.0004480161,0.4915609,0.000004953441,0.00002688555,0.00002602822,0.01363103,0.0001407148,0.0005018321,0.4760414,0.001081,0.01649686],"study_design_scores_gemma":[0.0007874859,0.000504072,0.373381,0.0001939191,0.00001591875,0.00007839824,0.3712492,0.000005579708,0.0001840658,0.07829529,0.1750739,0.0002311285],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8333696,0.000526029,0.0000101436,0.1624949,0.00007937328,0.00007888506,4.693225e-7,0.00001571324,0.003424908],"genre_scores_gemma":[0.9875985,0.0002495279,0.002560849,0.000009372829,0.0003211204,0.000002073122,0.000001692138,0.000006525371,0.009250361],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3977461,"threshold_uncertainty_score":0.6658261,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3025190824","doi":"10.14742/ajet.6266","title":"The evolving field of learning analytics research in higher education","year":2020,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Online Learning and Analytics","field":"Computer Science","cited_by":24,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"","funders":"Athabasca University","keywords":"Learning analytics; Analytics; Computer science; Educational technology; Data science; Software deployment; Employability; Software analytics; Open learning; Cultural analytics; Educational research; Knowledge management; Mathematics education; Psychology; Teaching method; Semantic analytics; Pedagogy; World Wide Web; Cooperative learning; The Internet; Software","retraction":null,"screen_n_in":null,"score":{"opus":0.06291298622414045,"gpt":0.3887288051983138,"spread":0.3258158189741734,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006162226,0.00006347414,0.0001397217,0.0004838897,0.0001066215,0.00005040626,0.0009433328,0.00009552018,0.00004730764],"category_scores_gemma":[0.001224819,0.00005023967,0.00005165835,0.001690314,0.0001167813,0.0001715704,0.00009041756,0.001070427,0.000008625046],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0000514805,"about_ca_system_score_gemma":0.0008777262,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000004146827,"about_ca_topic_score_gemma":0.000001808086,"domain_scores_codex":[0.9988568,0.0001112017,0.0004267729,0.0001235875,0.0002848953,0.0001967351],"domain_scores_gemma":[0.9982695,0.0006647645,0.0003017743,0.0001717287,0.0005236631,0.00006854512],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.00001181838,0.0002158205,0.1754864,0.00003080475,0.00004431132,0.000006696051,0.000521148,0.001389769,0.0006968582,0.7840006,0.007246956,0.03034881],"study_design_scores_gemma":[0.000885012,0.002844325,0.1221339,0.0007349271,0.00004382303,0.0002943946,0.008629301,0.01464922,0.002867408,0.7717343,0.07472924,0.0004541916],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"commentary","genre_gemma":"empirical","genre_scores_codex":[0.08026998,0.000676014,0.0006132144,0.9162968,0.0003886562,0.00004569454,1.406621e-7,0.00001102376,0.001698504],"genre_scores_gemma":[0.9909876,0.0000568339,0.007531264,0.00009398883,0.0002610574,0.000001341852,3.650636e-7,0.000004584877,0.001062943],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.9162028,"threshold_uncertainty_score":0.4650534,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1903290628","doi":"10.14742/ajet.1681","title":"Student perception of topic difficulty: Lecture capture in higher education","year":2015,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Innovations in Educational Methods","field":"Social Sciences","cited_by":22,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Guelph","funders":"Division of Undergraduate Education; University of Guelph; John D. and Catherine T. MacArthur Foundation","keywords":"Perception; Variety (cybernetics); Affect (linguistics); Psychology; Educational technology; Higher education; Mathematics education; Cognitive psychology; Computer science; Artificial intelligence; Communication","retraction":null,"screen_n_in":null,"score":{"opus":0.05286635453965881,"gpt":0.4228023887635898,"spread":0.369936034223931,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000804583,0.0001025791,0.000207753,0.0009377093,0.00007461774,0.00001886639,0.0004385666,0.0002698049,0.0006232667],"category_scores_gemma":[0.0009427655,0.00009867801,0.00005405922,0.001389402,0.0003228853,0.0002321335,0.0000199115,0.0004145392,0.000009653797],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0006787223,"about_ca_system_score_gemma":0.003347825,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0000902035,"about_ca_topic_score_gemma":0.00009163756,"domain_scores_codex":[0.9984823,0.0001818897,0.0005734058,0.0001343313,0.000436935,0.0001910731],"domain_scores_gemma":[0.9978579,0.0001275767,0.0004929627,0.0001574785,0.001274174,0.00008994155],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","study_design_scores_codex":[0.00001571091,0.0008605297,0.2820507,0.0000122456,0.0000326633,0.000001014833,0.01038478,0.00007843013,0.001115484,0.6877282,0.008503488,0.00921679],"study_design_scores_gemma":[0.0004096449,0.0001354462,0.6429412,0.0001076377,0.00002994275,0.00005939937,0.05921352,4.219168e-7,0.0001716148,0.2544691,0.04229686,0.0001652064],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8170947,0.0002561368,0.00005564866,0.1692867,0.004018865,0.0001659919,0.000001756746,0.000008903118,0.009111325],"genre_scores_gemma":[0.9743482,0.00001860946,0.019886,0.0001437794,0.001070844,0.0000181699,0.000006962091,0.000008252889,0.00449921],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.433259,"threshold_uncertainty_score":0.6824334,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1910583078","doi":"10.14742/ajet.1702","title":"It takes more than metadata and stories of success: Understanding barriers to reuse of computer facilitated learning resources","year":2003,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Open Education and E-Learning","field":"Computer Science","cited_by":21,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Guelph","funders":"","keywords":"Reuse; Metadata; Computer science; World Wide Web; Multimedia; Engineering","retraction":null,"screen_n_in":null,"score":{"opus":0.03297093323958826,"gpt":0.3023723081988747,"spread":0.2694013749592864,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005878521,0.0001283084,0.0003075991,0.0007581508,0.0001563603,0.00008337529,0.0009035078,0.00009658175,0.00009447797],"category_scores_gemma":[0.001959644,0.0001207304,0.00005187093,0.0008741784,0.0002778185,0.0006898263,0.00009785772,0.0003775386,0.000001632502],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00007948344,"about_ca_system_score_gemma":0.0004561493,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00001314198,"about_ca_topic_score_gemma":0.000007650056,"domain_scores_codex":[0.9986558,0.0001376777,0.0005363326,0.0002090344,0.0002582761,0.0002029129],"domain_scores_gemma":[0.9984019,0.0002585266,0.0005318215,0.0002955514,0.000322965,0.0001892382],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","study_design_scores_codex":[0.00004011128,0.0001843547,0.3863665,0.00009593727,0.0003115068,0.000006930762,0.06276987,0.002625447,0.002717064,0.5389874,0.004892032,0.001002795],"study_design_scores_gemma":[0.001948093,0.003141096,0.09468169,0.0009649836,0.0001681144,0.001381446,0.777172,0.0003922947,0.01476391,0.04501763,0.05934179,0.001026903],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9311029,0.0001756851,0.01520363,0.05217478,0.0004481703,0.0001012275,0.000003151627,0.00001842183,0.0007720004],"genre_scores_gemma":[0.9476022,0.00001832029,0.05184165,0.00005127613,0.0000283637,0.000001948442,0.000001448847,0.000006845981,0.0004479609],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.7144022,"threshold_uncertainty_score":0.4923244,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2116124931","doi":"10.14742/ajet.1205","title":"A context-aware knowledge map to support ubiquitous learning activities for a u-Botanical museum","year":2015,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Mobile Learning in Education","field":"Computer Science","cited_by":20,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Simon Fraser University","funders":"National Science Council","keywords":"Context (archaeology); Educational technology; Computer science; Learning environment; Usability; Workload; Multimedia; Psychology; Human–computer interaction; Mathematics education; Geography","retraction":null,"screen_n_in":null,"score":{"opus":0.03330034052807097,"gpt":0.338126282240983,"spread":0.3048259417129121,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006452689,0.000177517,0.0003066828,0.0007064844,0.000120318,0.00009655559,0.001168766,0.0002057069,0.00006453145],"category_scores_gemma":[0.001336267,0.0001783413,0.0001112178,0.00057234,0.0001215097,0.0004558754,0.0001321732,0.0005969127,0.00010933],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000329257,"about_ca_system_score_gemma":0.002032582,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000002712684,"about_ca_topic_score_gemma":0.00001145942,"domain_scores_codex":[0.9984239,0.00009327799,0.0005376744,0.0003022939,0.0002540946,0.0003888014],"domain_scores_gemma":[0.9977726,0.0004206742,0.0004280553,0.0003251745,0.0007464575,0.000307007],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0001974327,0.002347522,0.05862313,0.0001366039,0.0003426742,0.00003365909,0.01870764,0.001643758,0.002465898,0.435515,0.2915421,0.1884446],"study_design_scores_gemma":[0.003474226,0.01330039,0.0116955,0.0005021691,0.0001213252,0.005436074,0.02926039,0.001217534,0.007885686,0.1347209,0.7910417,0.001344146],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.4787562,0.000350354,0.1820631,0.3273558,0.009098146,0.0009412093,0.000006454527,0.000251165,0.001177584],"genre_scores_gemma":[0.9630983,0.000002275362,0.03348473,0.000134329,0.0006117506,0.00008966856,0.000003390742,0.00002033188,0.002555198],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4994996,"threshold_uncertainty_score":0.7272549,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1873408750","doi":"10.14742/ajet.1760","title":"Using Internet surveys to gather research data from teachers: Trials and tribulations","year":2002,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Survey Methodology and Nonresponse","field":"Social Sciences","cited_by":19,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Alberta","funders":"Social Sciences and Humanities Research Council of Canada; University of Alberta","keywords":"The Internet; Computer science; Process (computing); Work (physics); Survey methodology; Online research methods; World Wide Web; Survey data collection; Web application; Data science; Survey research; Psychology; Applied psychology; Engineering","retraction":null,"screen_n_in":null,"score":{"opus":0.8120030224891096,"gpt":0.6104019259512383,"spread":0.2016010965378713,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","insufficient_payload"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.06708294,0.00007898187,0.0003037828,0.0007358186,0.0002520517,0.00004983435,0.0007329426,0.0002612226,0.004586626],"category_scores_gemma":[0.09112596,0.00007382291,0.0000377887,0.0006672218,0.0006210479,0.0002546871,0.0001042746,0.0005244442,0.00005829541],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00008702303,"about_ca_system_score_gemma":0.0002972614,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000515393,"about_ca_topic_score_gemma":0.0006079272,"domain_scores_codex":[0.9820668,0.01655012,0.0005606302,0.0002358899,0.0003040358,0.0002825086],"domain_scores_gemma":[0.9809629,0.01798214,0.0002582717,0.0002963836,0.0003404445,0.0001598132],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0008675976,0.001067807,0.6829979,0.000006108601,0.0008989252,0.00005034887,0.03991751,0.00003228739,0.009088382,0.09232913,0.0974379,0.07530607],"study_design_scores_gemma":[0.001493194,0.0005096169,0.6286826,0.0002092882,0.0001749202,0.0002239345,0.03188016,0.0000745146,0.0009250415,0.2097512,0.1255989,0.0004766856],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9179658,0.0006746296,0.001417033,0.0785372,0.0004965297,0.000151932,0.00004372844,0.000009403342,0.0007037567],"genre_scores_gemma":[0.9664834,0.00007572487,0.03104719,0.00003661877,0.000476109,0.000002593713,0.00000688698,0.000008184132,0.001863329],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1174221,"threshold_uncertainty_score":0.9963233,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2788716829","doi":"10.14742/ajet.3817","title":"Social media use by instructional design departments","year":2018,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Online and Blended Learning","field":"Social Sciences","cited_by":18,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Royal Roads University","funders":"Canada Research Chairs","keywords":"Social media; Field (mathematics); Computer science; Graduate students; Content analysis; Psychology; Medical education; World Wide Web; Sociology; Pedagogy; Social science","retraction":null,"screen_n_in":null,"score":{"opus":0.0432898307707053,"gpt":0.3629123146299716,"spread":0.3196224838592663,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0003793495,0.00008689708,0.0001412103,0.0003239677,0.0004640976,0.00004742993,0.000308637,0.0002073736,0.001147391],"category_scores_gemma":[0.001147111,0.00008594236,0.00005861582,0.0005002046,0.0008251715,0.0004175114,0.00001712362,0.0003297071,0.00005900846],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001323594,"about_ca_system_score_gemma":0.001327998,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000006612545,"about_ca_topic_score_gemma":0.00005579876,"domain_scores_codex":[0.9988303,0.0001268138,0.0003136557,0.0001164206,0.0003468707,0.0002659786],"domain_scores_gemma":[0.998777,0.0002726753,0.0003250268,0.00005932439,0.000464731,0.0001012298],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0001042279,0.000641004,0.08301689,0.000004101305,0.0002509493,0.00001239184,0.003723694,0.000005311145,0.001558718,0.4765581,0.3403333,0.09379127],"study_design_scores_gemma":[0.0007754117,0.0003552828,0.0221021,0.00003038144,0.00006804043,0.0002447301,0.007523865,0.000002023818,0.001579058,0.1874,0.7796315,0.0002876237],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8849313,0.00005739233,0.0004019938,0.111685,0.001342226,0.000087349,0.00001042775,0.00002939191,0.00145485],"genre_scores_gemma":[0.9645758,0.00002219722,0.03209225,0.00004761361,0.002320934,0.000002669753,0.000007770411,0.000008893168,0.0009219092],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4392982,"threshold_uncertainty_score":0.9997657,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1908204048","doi":"10.14742/ajet.1319","title":"Contrasting syntactic and semantic units in the analysis of online discussions","year":2005,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Online and Blended Learning","field":"Social Sciences","cited_by":17,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Memorial University of Newfoundland","funders":"","keywords":"Computer science; Paragraph; Natural language processing; Coding (social sciences); Identifiability; Asynchronous communication; Artificial intelligence; Information retrieval; Statistics; World Wide Web; Machine learning; Mathematics","retraction":null,"screen_n_in":null,"score":{"opus":0.02374726659945562,"gpt":0.3580771284903245,"spread":0.3343298618908688,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005648921,0.00005095903,0.0001789494,0.0007616571,0.000115554,0.00001311767,0.0002212753,0.00007605585,0.0001479327],"category_scores_gemma":[0.001402803,0.00003415086,0.00004198544,0.002029514,0.0002319743,0.0001381746,0.00001083406,0.0003385759,8.487237e-7],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00003338101,"about_ca_system_score_gemma":0.0004816043,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00002833297,"about_ca_topic_score_gemma":0.001216718,"domain_scores_codex":[0.9991642,0.0001271366,0.0003319176,0.00006623996,0.0001693416,0.0001411813],"domain_scores_gemma":[0.9989364,0.0004976979,0.0003013729,0.00006781091,0.0001592534,0.00003744669],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00001250917,0.0006342228,0.7884079,0.00001090465,0.0004310254,0.000009162696,0.009815902,0.0005338832,0.0004517522,0.1181502,0.0002512396,0.08129127],"study_design_scores_gemma":[0.0003343845,0.0001148862,0.7989248,0.0001381843,0.00070313,0.00009650594,0.1837247,0.0001564208,0.00004343955,0.007839177,0.007806204,0.0001182252],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8186618,0.0001163685,0.0000134514,0.1808353,0.00003779907,0.00003464227,0.000002713539,0.000002477414,0.0002954467],"genre_scores_gemma":[0.997364,0.00006875797,0.002221312,0.00003196953,0.0001543156,8.359625e-7,0.000002810627,0.000002395609,0.0001535342],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1808033,"threshold_uncertainty_score":0.1679388,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1834436998","doi":"10.14742/ajet.742","title":"Transforming higher education and student engagement through collaborative review to inform educational design","year":2014,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Higher Education Practises and Engagement","field":"Social Sciences","cited_by":15,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Athabasca University","funders":"","keywords":"Operationalization; Student engagement; Transformational leadership; Process (computing); Dialog box; Psychology; Educational technology; Medical education; Higher education; Knowledge management; Pedagogy; Computer science; Political science; Medicine","retraction":null,"screen_n_in":null,"score":{"opus":0.05933392694611204,"gpt":0.4192060435869304,"spread":0.3598721166408183,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.001308043,0.0001561216,0.0002562342,0.0003456994,0.0005694965,0.00007918581,0.0003806851,0.000108522,0.002615988],"category_scores_gemma":[0.0006715007,0.0001504878,0.00005234999,0.001080763,0.0001843178,0.0006255746,0.00002779543,0.0003491126,0.00006305899],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003282133,"about_ca_system_score_gemma":0.002476152,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00002511405,"about_ca_topic_score_gemma":0.00001558723,"domain_scores_codex":[0.9981434,0.0003070388,0.0006090913,0.0001954422,0.0004713389,0.0002736562],"domain_scores_gemma":[0.9979313,0.0004709082,0.0004222707,0.0001673231,0.0007903842,0.0002178373],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0000100973,0.0005353976,0.00354988,0.00006911749,0.00007740147,2.304371e-7,0.008712466,0.00001711558,0.00006102406,0.8861161,0.07948953,0.02136167],"study_design_scores_gemma":[0.0001817776,0.0002239163,0.01576688,0.0004457298,0.00007658835,0.00002040124,0.009517955,8.030236e-8,0.00006460307,0.04527785,0.928257,0.0001671566],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"commentary","genre_gemma":"empirical","genre_scores_codex":[0.02357877,0.005461647,0.0009318236,0.9330363,0.002838444,0.001043894,0.000003370663,0.00002147251,0.03308433],"genre_scores_gemma":[0.9323888,0.005638886,0.04495526,0.004049546,0.001169809,0.0002396917,0.00000871523,0.00001995347,0.01152928],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.9289867,"threshold_uncertainty_score":0.9982958,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2137703008","doi":"10.14742/ajet.1767","title":"Using a problem based, multimedia enhanced approach in learning about teaching","year":2002,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Digital Storytelling and Education","field":"Health Professions","cited_by":14,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Alberta","funders":"","keywords":"Curriculum; Computer science; Mathematics education; Teaching method; Educational technology; Technology integration; Field (mathematics); Multimedia; Pedagogy; Psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.06736516030078787,"gpt":0.388946116548253,"spread":0.3215809562474651,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006621752,0.0001418289,0.0002621762,0.0008722722,0.0003104537,0.00001310535,0.0002568838,0.0002820741,0.0005222131],"category_scores_gemma":[0.0007320396,0.0001364892,0.00006437477,0.0004586398,0.0001049921,0.0002494568,0.00002013249,0.001971468,0.00007619151],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003963157,"about_ca_system_score_gemma":0.0004471528,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000016201,"about_ca_topic_score_gemma":0.000003642636,"domain_scores_codex":[0.9982178,0.0002053205,0.0007727331,0.000186125,0.0001932608,0.0004247419],"domain_scores_gemma":[0.9985425,0.0003483912,0.0006619533,0.0001335745,0.0002029007,0.0001107128],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00009021552,0.003511977,0.8371205,0.0004852308,0.0001239432,0.00001235035,0.02237842,0.01825815,0.007903799,0.01881081,0.009349515,0.08195504],"study_design_scores_gemma":[0.02233243,0.003790176,0.285009,0.01919138,0.0005740874,0.001844413,0.2539587,0.100488,0.004384132,0.169353,0.1336796,0.005395202],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9551402,0.0003429573,0.003224344,0.009549621,0.0008479781,0.0003117677,0.000001497159,0.00004024173,0.03054139],"genre_scores_gemma":[0.925321,0.00001302911,0.07164442,0.00006064503,0.0003783486,0.00002669779,0.0000056259,0.00002090702,0.002529365],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5521116,"threshold_uncertainty_score":0.8565156,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4409657661","doi":"10.14742/ajet.10006","title":"The relationship between students’ self-regulated learning skills and technology acceptance of GenAI","year":2025,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Education and Learning Interventions","field":"Computer Science","cited_by":14,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"University of British Columbia, Okanagan Campus; University of British Columbia","funders":"","keywords":"Psychology; Mathematics education; Self-regulated learning; Educational technology; Independent study; Pedagogy; Medical education; Teaching method","retraction":null,"screen_n_in":null,"score":{"opus":0.01483852846902724,"gpt":0.3406124846665233,"spread":0.3257739561974961,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005445378,0.0001035353,0.000190915,0.001034257,0.0003306254,0.00007300307,0.001236178,0.000181392,0.00002052822],"category_scores_gemma":[0.001781009,0.00008588712,0.00006595006,0.001844205,0.0003032693,0.0002008542,0.0001461267,0.0007160472,0.000007095665],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00007051057,"about_ca_system_score_gemma":0.0004195754,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000001071709,"about_ca_topic_score_gemma":0.00000222157,"domain_scores_codex":[0.9987394,0.0001066458,0.0006136974,0.0001681345,0.0001864479,0.0001857285],"domain_scores_gemma":[0.9976212,0.0009280699,0.0006129958,0.0002990671,0.0004920309,0.00004659142],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[7.356104e-7,0.000104255,0.7092226,0.00001116193,0.00007110229,3.147187e-7,0.000161336,0.000006338605,0.00002845907,0.2878675,0.00059763,0.001928581],"study_design_scores_gemma":[0.0002262751,0.0001158244,0.8918324,0.0001535299,0.00002924958,0.00006716353,0.0006224473,0.000007950758,0.0002629052,0.1030857,0.003534195,0.00006238541],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8670834,0.0006599765,0.002874169,0.1286007,0.0004211405,0.00009782874,4.621108e-7,0.0000499077,0.0002123762],"genre_scores_gemma":[0.9880195,0.0000364308,0.008532339,0.00001986026,0.00004182235,0.000008690015,0.000001028395,0.00000504641,0.003335265],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1847817,"threshold_uncertainty_score":0.3502375,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1649646303","doi":"10.14742/ajet.1186","title":"Instructional designers' conceptualisations of learning objects","year":2008,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Open Education and E-Learning","field":"Computer Science","cited_by":12,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"Memorial University of Newfoundland; Saskatchewan Polytechnic","funders":"","keywords":"USable; Instructional design; Computer science; Coding (social sciences); Multimedia; Focus group; Educational technology; Mathematics education; World Wide Web; Psychology; Sociology","retraction":null,"screen_n_in":null,"score":{"opus":0.02620158133754343,"gpt":0.2851346692015425,"spread":0.2589330878639991,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0002287723,0.0001085045,0.0002092091,0.0007382432,0.0002333608,0.00002287219,0.00070378,0.0001189225,0.0003634934],"category_scores_gemma":[0.0006791557,0.0001092203,0.00008773462,0.0009473488,0.0003531322,0.0005759998,0.00005337574,0.0005462558,0.00003444911],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00007959001,"about_ca_system_score_gemma":0.001290856,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000003972555,"about_ca_topic_score_gemma":9.262241e-7,"domain_scores_codex":[0.9987437,0.00009281879,0.0005323209,0.0001577988,0.0002825751,0.0001907733],"domain_scores_gemma":[0.998291,0.0002086609,0.0006409683,0.0001670076,0.000592647,0.00009973816],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","study_design_scores_codex":[0.000007608538,0.0002381496,0.07779491,0.000008621962,0.00007206164,0.000007079022,0.003327299,0.001370857,0.002888869,0.9091018,0.002465863,0.002716828],"study_design_scores_gemma":[0.004782818,0.003887376,0.5146312,0.0004928175,0.0001351979,0.03661584,0.1012224,0.0008988109,0.04946632,0.2462751,0.03988782,0.001704294],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9426075,0.0001667122,0.008596433,0.03595086,0.001510744,0.0001139295,9.850393e-7,0.00005360215,0.01099918],"genre_scores_gemma":[0.9278988,0.00003363032,0.07076885,0.00003651872,0.0001495641,0.000004242382,0.000002654285,0.000006713201,0.001099055],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.6628267,"threshold_uncertainty_score":0.4453876,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1823757074","doi":"10.14742/ajet.1331","title":"Students' self analysis of contributions to online asynchronous discussions","year":2005,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Online and Blended Learning","field":"Social Sciences","cited_by":11,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Memorial University of Newfoundland","funders":"","keywords":"Asynchronous communication; Online discussion; Context (archaeology); Mathematics education; Computer science; Computer-mediated communication; Educational technology; Psychology; Pedagogy; World Wide Web; The Internet","retraction":null,"screen_n_in":null,"score":{"opus":0.0105335503749188,"gpt":0.3920866732685593,"spread":0.3815531228936405,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004510002,0.00008069402,0.0002918976,0.001317099,0.0002051845,0.00001882742,0.0005255889,0.0001366132,0.0008360211],"category_scores_gemma":[0.000947117,0.00006862854,0.0001651938,0.002281028,0.000166239,0.00015115,0.0000376697,0.000321585,0.000017953],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000245901,"about_ca_system_score_gemma":0.001122454,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00001913868,"about_ca_topic_score_gemma":0.0006769077,"domain_scores_codex":[0.9986805,0.00008814155,0.0005052788,0.0001133468,0.0003715724,0.0002411076],"domain_scores_gemma":[0.9985419,0.0001648435,0.0003751507,0.0001361707,0.0006113022,0.0001706667],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00002398213,0.004129976,0.6843619,0.000005716616,0.002447416,0.000006001488,0.004865002,0.002707051,0.0008120291,0.2564822,0.004162563,0.0399962],"study_design_scores_gemma":[0.0009888767,0.0007376645,0.5755944,0.0001361521,0.002743206,0.00005574843,0.04581885,0.00003988543,0.0005686091,0.01227266,0.3606174,0.0004265079],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7554922,0.00006349562,0.0002442858,0.2436379,0.000132009,0.00007385791,0.00004396733,0.00001459575,0.0002977172],"genre_scores_gemma":[0.9775192,0.00004657829,0.02121228,0.00005199598,0.000491623,0.000002966368,0.00001341048,0.000004816553,0.0006571003],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3564548,"threshold_uncertainty_score":0.9153845,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2552581476","doi":"10.14742/ajet.2759","title":"A Tale of Three Cases: Examining Accuracy, Efficiency, and Process Differences in Diagnosing Virtual Patient Cases","year":2016,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Intelligent Tutoring Systems and Adaptive Learning","field":"Computer Science","cited_by":10,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University","funders":"","keywords":"Perspective (graphical); Computer science; Process (computing); Virtual patient; Measure (data warehouse); Clinical Practice; Artificial intelligence; Machine learning; Human–computer interaction; Cognitive psychology; Data science; Psychology; Medicine; Data mining","retraction":null,"screen_n_in":null,"score":{"opus":0.036102852176001,"gpt":0.2910611092075533,"spread":0.2549582570315523,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0002134151,0.0001114793,0.0002329596,0.0005237649,0.00006105004,0.000029774,0.0004168424,0.0000770492,0.00001570791],"category_scores_gemma":[0.001446803,0.00007661584,0.00002970351,0.0003655662,0.0001715623,0.0003826075,0.00007093466,0.0001761889,0.000001636769],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00005369125,"about_ca_system_score_gemma":0.0002597998,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00001739076,"about_ca_topic_score_gemma":0.00001779626,"domain_scores_codex":[0.9988571,0.00004120963,0.0005083451,0.0001870987,0.0002050872,0.0002011695],"domain_scores_gemma":[0.9979243,0.00113286,0.0005545889,0.0001320335,0.0002047623,0.00005147365],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00001221247,0.0002344268,0.8307944,0.00002748149,0.00002579604,0.000118569,0.001675733,0.00005849536,0.002266758,0.1137759,0.00002029315,0.05098996],"study_design_scores_gemma":[0.001855223,0.01004955,0.8599479,0.008140222,0.00004544349,0.01743227,0.01932967,0.000356735,0.04100389,0.04016855,0.0006491098,0.001021401],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.987664,0.0002492174,0.009164084,0.002502591,0.0003027413,0.00007697601,0.000001478511,0.000008815002,0.00003012903],"genre_scores_gemma":[0.9984133,0.00001731892,0.001438933,0.000007062895,0.00005569116,0.000007215858,9.819441e-8,0.000004693168,0.00005568375],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.07360731,"threshold_uncertainty_score":0.3124303,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3169483116","doi":"10.14742/ajet.6322","title":"A study of meta-analyses reporting quality in the large and expanding literature of educational technology","year":2021,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Online Learning and Analytics","field":"Computer Science","cited_by":10,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Concordia University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Meta-analysis; Quality (philosophy); Systematic review; Reliability (semiconductor); Educational research; Psychology; Best practice; Descriptive statistics; Publication bias; Medical education; MEDLINE; Medicine; Mathematics education; Statistics; Political science; Mathematics","retraction":null,"screen_n_in":null,"score":{"opus":0.1084468619584615,"gpt":0.458414061421081,"spread":0.3499671994626195,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00152176,0.000121924,0.0005741606,0.0009679315,0.0000713601,0.00003866385,0.0006513702,0.0001361353,0.0000324485],"category_scores_gemma":[0.004188669,0.0000853297,0.000149704,0.002379688,0.0001204439,0.0001886191,0.0001161303,0.0006128123,3.910654e-7],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00002441995,"about_ca_system_score_gemma":0.0005363655,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000005593632,"about_ca_topic_score_gemma":0.00002544682,"domain_scores_codex":[0.9975132,0.0002199318,0.001551145,0.0002298405,0.0003112902,0.0001746072],"domain_scores_gemma":[0.9958785,0.0005175432,0.002475182,0.0004287079,0.0006683415,0.00003171123],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.000005601227,0.002315803,0.5773616,0.00005514232,0.001012906,0.00006024143,0.004071333,0.0001416277,0.002436751,0.4117366,0.0001577464,0.0006445906],"study_design_scores_gemma":[0.001304001,0.0009018895,0.3536865,0.0003085995,0.001092986,0.005418172,0.06136266,0.0001112575,0.004642028,0.5706097,0.0002231363,0.0003390765],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8656969,0.001504678,0.000206468,0.1323712,0.00008902237,0.00005570009,0.000002773057,0.000004450031,0.00006877657],"genre_scores_gemma":[0.9854716,0.00002305034,0.01425751,0.00003425398,0.00005517354,0.000005687049,0.00000266546,0.000004120254,0.0001459131],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2236751,"threshold_uncertainty_score":0.501453,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2594127439","doi":"10.14742/ajet.3165","title":"ICTs for non-formal education in rural Thailand","year":2016,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Education and Vocational Training","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Memorial University of Newfoundland","funders":"","keywords":"Lifelong learning; Information and Communications Technology; Formal education; Distance education; Psychology; Higher education; Active citizenship; Rural area; Pedagogy; Mathematics education; Medical education; Citizenship; Political science; Medicine","retraction":null,"screen_n_in":null,"score":{"opus":0.02744341272113977,"gpt":0.3745885857727069,"spread":0.3471451730515671,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007293089,0.00008820024,0.0001474759,0.0006837837,0.0001688511,0.00002411416,0.0003356994,0.0001312272,0.0003911713],"category_scores_gemma":[0.001177793,0.00007023466,0.00006830975,0.0004279987,0.0002732848,0.0005400974,0.00001015218,0.0001408466,0.00002558998],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002383185,"about_ca_system_score_gemma":0.004487705,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00002378279,"about_ca_topic_score_gemma":0.0001447651,"domain_scores_codex":[0.9989203,0.00004101612,0.0004319013,0.0001038118,0.0001982776,0.0003046739],"domain_scores_gemma":[0.9985723,0.0004083125,0.0003290004,0.00009723393,0.0004771894,0.0001158851],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","study_design_scores_codex":[0.0000326779,0.0003420907,0.2210972,0.000009731752,0.00002132883,3.96321e-7,0.002258294,0.00000140787,0.0006910184,0.6708663,0.008250223,0.09642933],"study_design_scores_gemma":[0.001867788,0.0003126966,0.4403783,0.0006199218,0.00002898653,0.0001458339,0.05458252,0.00000199202,0.0007624777,0.3963544,0.1045929,0.0003522376],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7496436,0.00008575616,0.0003685328,0.2407295,0.001612358,0.0002441034,0.00000461059,0.00001108903,0.007300408],"genre_scores_gemma":[0.9873635,0.0000653042,0.005514104,0.0001560521,0.0008759512,0.00004057091,0.000004137617,0.000008857872,0.005971501],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2745119,"threshold_uncertainty_score":0.7960996,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1918230356","doi":"10.14742/ajet.613","title":"Facilitating learners’ web-based information problem-solving by query expansion-based concept mapping","year":2014,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":8,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Athabasca University","funders":"Natural Sciences and Engineering Research Council of Canada; Ministry of Science and Technology, Taiwan; National Science Council","keywords":"Computer science; Bridging (networking); Task (project management); Focus (optics); Concept map; Information retrieval; Artificial intelligence","retraction":null,"screen_n_in":null,"score":{"opus":0.02119487568281408,"gpt":0.3291822987089534,"spread":0.3079874230261393,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.002330782,0.0002185384,0.0003352136,0.00110527,0.0002441975,0.00004726652,0.0003974654,0.000315768,0.0009371864],"category_scores_gemma":[0.0028438,0.0002086715,0.0001141498,0.0007471771,0.0003158773,0.0002915797,0.00001685422,0.001322966,0.00008653876],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000140802,"about_ca_system_score_gemma":0.0005086386,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00001957865,"about_ca_topic_score_gemma":6.993607e-7,"domain_scores_codex":[0.9974391,0.0007481119,0.0009322367,0.000202184,0.0002786499,0.0003997211],"domain_scores_gemma":[0.9966557,0.001389864,0.001118154,0.0002632437,0.0004832205,0.00008981767],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0002608803,0.001204729,0.2028743,0.0002561824,0.0004985157,0.00001069043,0.03200828,0.009844974,0.04223872,0.1510178,0.126428,0.4333568],"study_design_scores_gemma":[0.01877464,0.006443564,0.1299709,0.003009398,0.0002705368,0.0010863,0.1716185,0.008396044,0.009220586,0.05673661,0.5910056,0.003467306],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7748273,0.0001472069,0.1764307,0.03940849,0.001296517,0.000226729,0.00001342174,0.0001287244,0.007520973],"genre_scores_gemma":[0.9094315,4.297999e-7,0.08918408,0.0005439233,0.0001606753,0.00001782936,0.00004070383,0.00001827475,0.0006025825],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4645776,"threshold_uncertainty_score":0.9999761,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1955199985","doi":"10.14742/ajet.1362","title":"Visualising learning goals with the Quail Model","year":2004,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Education and Critical Thinking Development","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"","funders":"Concordia University; University of Leeds; Athabasca University","keywords":"Quail; Computer science; Visualization; Span (engineering); Instructional design; Mathematics education; Cognitive science; Artificial intelligence; Multimedia; Psychology; Biology; Engineering","retraction":null,"screen_n_in":null,"score":{"opus":0.02429966193934821,"gpt":0.3566070864747962,"spread":0.3323074245354479,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006193868,0.00007628631,0.0001132495,0.0001930385,0.0005970824,0.00006187838,0.000351821,0.00009734936,0.0002030648],"category_scores_gemma":[0.0005441398,0.00005258476,0.00004119744,0.0004858861,0.0005543609,0.0001626415,0.00001312784,0.000464504,0.00002333834],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002064437,"about_ca_system_score_gemma":0.002090009,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00001684892,"about_ca_topic_score_gemma":0.00003788418,"domain_scores_codex":[0.9990343,0.00006042658,0.0002388248,0.0000938244,0.0003422045,0.0002303998],"domain_scores_gemma":[0.9991266,0.0001416858,0.0001968307,0.00008000653,0.0003606007,0.00009425454],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.000006068596,0.0001056085,0.004606513,0.000002501896,0.00002679433,0.000001909393,0.008514831,0.001425198,0.00008179331,0.9834979,0.0007841105,0.0009468227],"study_design_scores_gemma":[0.0004881873,0.0001891207,0.00299422,0.0001699571,0.0000430531,0.0001782817,0.06919762,0.000008896617,0.0005048781,0.8931068,0.0329089,0.0002100662],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"commentary","genre_gemma":"empirical","genre_scores_codex":[0.4161763,0.00008970934,0.001993436,0.5766955,0.00020426,0.00006547111,2.211988e-7,0.00002025338,0.004754878],"genre_scores_gemma":[0.9839681,0.00003375586,0.0132524,0.0004520142,0.0002085457,0.000005439331,6.999066e-7,0.000007580185,0.002071446],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.5762435,"threshold_uncertainty_score":0.4592336,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2143517727","doi":"10.14742/ajet.1326","title":"The Athabasca University eduSource Project: Building an accessible learning object repository","year":2005,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Open Education and E-Learning","field":"Computer Science","cited_by":4,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"Athabasca University","funders":"","keywords":"Learning object; Metadata; Computer science; Interoperability; Adaptation (eye); Instructional design; Educational technology; Learning standards; Object (grammar); Process (computing); Digital learning; World Wide Web; Distance education; Plan (archaeology); Curriculum; Knowledge management; Mathematics education; Multimedia; Pedagogy; Sociology; Psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.01338477809946207,"gpt":0.2902964014198559,"spread":0.2769116233203938,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000544788,0.0001228305,0.0001429106,0.0005053357,0.0008955614,0.0002587719,0.001766268,0.0001178606,0.00003720549],"category_scores_gemma":[0.0002863799,0.0001043742,0.00007685861,0.0009226449,0.0001521214,0.001311674,0.0001398749,0.0008761981,0.00001572711],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002125774,"about_ca_system_score_gemma":0.00114895,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00001828931,"about_ca_topic_score_gemma":0.00001074283,"domain_scores_codex":[0.9987183,0.0001757641,0.0003407511,0.0002288241,0.0002398569,0.0002965141],"domain_scores_gemma":[0.9985349,0.0002081587,0.0005436142,0.0002873139,0.0003168149,0.0001092217],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","study_design_scores_codex":[0.00004105687,0.0005756029,0.1041157,0.0000140354,0.0001396177,0.00002662222,0.00428205,0.002158946,0.003925523,0.805395,0.006860697,0.07246511],"study_design_scores_gemma":[0.001280113,0.001180764,0.1261123,0.0002496333,0.0000822115,0.006892044,0.07091982,0.002782927,0.0110551,0.0130583,0.7654852,0.0009015814],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8939732,0.0002357708,0.003341555,0.08637431,0.001119598,0.0001486479,2.584791e-7,0.0001101352,0.01469653],"genre_scores_gemma":[0.9560611,0.00003913927,0.03686455,0.00003260292,0.0004243342,0.000001677689,7.516746e-7,0.00000881812,0.00656701],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.7923367,"threshold_uncertainty_score":0.6888024,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null}]}