{"meta":{"page":1,"per_page":50,"max_per_page":100,"total":26,"total_is_capped":false,"direct_labels_cover":0,"predictions_cover":26,"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":"2ee83691bdec","filters":{"venue":"Instructional Science"}},"results":[{"id":"W2114181363","doi":"10.1007/s11251-005-1272-9","title":"Scaffolding Self-regulated Learning and Metacognition – Implications for the Design of Computer-based Scaffolds","year":2005,"lang":"en","type":"article","venue":"Instructional Science","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":559,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Victoria","funders":"","keywords":"Educational psychology; Metacognition; Scaffold; Self-regulated learning; Computer science; Cognitive science; Psychology; Mathematics education; Cognition; Neuroscience","retraction":null,"screen_n_in":null,"score":{"opus":0.05607685798028873,"gpt":0.3789977881817368,"spread":0.3229209302014481,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002911079,0.00007980514,0.00009424647,0.0001744322,0.000895457,0.00004067532,0.0001701707,0.00004102703,0.00004270735],"category_scores_gemma":[0.0001290279,0.00006106048,0.00003086259,0.0006841173,0.0004925999,0.0001344978,0.00002384605,0.00009793685,0.000002773438],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00004695992,"about_ca_system_score_gemma":0.00008742618,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00001351701,"about_ca_topic_score_gemma":4.873373e-7,"domain_scores_codex":[0.9989712,0.0002445063,0.0001879939,0.0002580007,0.0001531195,0.0001852069],"domain_scores_gemma":[0.9985698,0.0008478523,0.0001601662,0.0001089763,0.000280533,0.00003260828],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"observational","study_design_scores_codex":[0.00005516233,0.00008916912,0.006887821,0.000008946474,0.00006585359,7.770494e-8,0.0009894652,0.0367779,0.08591367,0.09860525,0.0001043029,0.7705024],"study_design_scores_gemma":[0.001181551,0.0003243763,0.754398,0.00003713179,0.00008466579,0.0001024535,0.0002222166,0.223207,0.00609532,0.003084597,0.01098884,0.0002738149],"study_design_candidate":"design_other","study_design_consensus":null,"genre_codex":"methods","genre_gemma":"empirical","genre_scores_codex":[0.3898543,0.00004312731,0.6086429,0.000742036,0.0002103586,0.0001711807,0.000002452685,0.00006452279,0.0002690911],"genre_scores_gemma":[0.6916966,7.489731e-7,0.3080624,0.00005311249,0.0001240777,0.00002701397,0.000002011978,0.000005098429,0.00002896081],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.7702286,"threshold_uncertainty_score":0.6887222,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2112574881","doi":"10.1007/s11251-014-9340-7","title":"Collaborative design as a form of professional development","year":2015,"lang":"en","type":"article","venue":"Instructional Science","topic":"Innovative Education and Learning Practices","field":"Social Sciences","cited_by":312,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University; Université Laval","funders":"","keywords":"Educational psychology; Agency (philosophy); Collaborative design; Perspective (graphical); Professional development; Collaborative learning; Learning design; Professional learning community; Instructional design; Curriculum; Pedagogy; Learning theory; Activity theory; Knowledge management; Computer science; Mathematics education; Sociology; Psychology; Systems design","retraction":null,"screen_n_in":null,"score":{"opus":0.1291677737622807,"gpt":0.4582723958997884,"spread":0.3291046221375077,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00298869,0.00004834796,0.00006036527,0.0001423669,0.000801938,0.00005001322,0.0002446009,0.00003059336,0.0002886682],"category_scores_gemma":[0.002457129,0.00004197926,0.000008231434,0.001801953,0.001258038,0.0008448832,0.00003473938,0.00009249462,0.00006784619],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000258188,"about_ca_system_score_gemma":0.01418416,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001600552,"about_ca_topic_score_gemma":0.00003626128,"domain_scores_codex":[0.9983307,0.0001355324,0.0001597533,0.0001502196,0.001055021,0.0001687937],"domain_scores_gemma":[0.9978504,0.0001237119,0.0001895526,0.00005230952,0.001658867,0.000125212],"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":[0.00007444216,0.0001598479,0.004005534,0.000003025199,0.000009152493,6.55207e-7,0.1675074,0.00007081159,0.001364415,0.7878062,0.002939016,0.03605947],"study_design_scores_gemma":[0.0002815913,0.00007155372,0.03750998,0.00002474934,0.000002330218,0.000006766532,0.08341136,0.00003014201,0.008110022,0.01880952,0.8515836,0.0001583898],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8859363,0.0000173469,0.0008832242,0.003392039,0.003384454,0.0002381993,9.764943e-7,0.00003250787,0.106115],"genre_scores_gemma":[0.9461421,0.000001516581,0.04982381,0.0001297266,0.0001269308,0.00001795147,8.956387e-7,0.000002110626,0.003754983],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.8486446,"threshold_uncertainty_score":0.9914045,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2075910976","doi":"10.1007/s11251-005-1274-7","title":"Scaffolding the Appropriation of Self-regulatory Activity: A Socio-cultural Analysis of Changes in Teacher–student Discourse about a Graduate Research Portfolio","year":2005,"lang":"en","type":"article","venue":"Instructional Science","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":148,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Concordia University; University of Victoria","funders":"","keywords":"Educational psychology; Metacognition; Self-regulated learning; Psychology; Task (project management); Appropriation; Computer-mediated communication; Perspective (graphical); Mathematics education; Pedagogy; Cognition; Computer science; The Internet; Linguistics","retraction":null,"screen_n_in":null,"score":{"opus":0.1248318991232498,"gpt":0.490696448588246,"spread":0.3658645494649962,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01110975,0.00009451257,0.0002166858,0.0009958235,0.0004063762,0.00003090308,0.0004102002,0.00006045586,0.0001096129],"category_scores_gemma":[0.0002169177,0.00006548743,0.0000733654,0.004352542,0.001377334,0.000232372,0.00009262703,0.0004784585,0.000002547445],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003027106,"about_ca_system_score_gemma":0.0001419503,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0006204312,"about_ca_topic_score_gemma":0.0001187948,"domain_scores_codex":[0.9969993,0.0009311597,0.00026555,0.0003437756,0.001146489,0.0003136956],"domain_scores_gemma":[0.9988546,0.0001821814,0.0002866215,0.0002652274,0.0003769075,0.00003442215],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0000845236,0.0006429704,0.375913,0.00001351386,0.0005374349,0.000001509333,0.08136625,0.002951933,0.09931729,0.08678462,0.00006605552,0.3523208],"study_design_scores_gemma":[0.0001843919,0.00003844336,0.9905631,0.00001442995,0.00004915063,0.000005207012,0.00591202,0.001528123,0.001315736,0.0001953259,0.0001214787,0.00007258214],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9962687,0.00003552739,0.0001931906,0.001018056,0.0002023948,0.0001342938,0.000003141647,0.00002016277,0.00212453],"genre_scores_gemma":[0.9967096,0.000004179706,0.002870171,0.00001434811,0.0001605988,0.00002526033,0.000001883806,0.00000528582,0.000208709],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.6146501,"threshold_uncertainty_score":0.5074843,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1977430202","doi":"10.1007/s11251-012-9230-9","title":"Broadening the notion of participation in online discussions: examining patterns in learners’ online listening behaviors","year":2012,"lang":"en","type":"article","venue":"Instructional Science","topic":"Online and Blended Learning","field":"Social Sciences","cited_by":139,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Simon Fraser University","funders":"","keywords":"Active listening; Psychology; Context (archaeology); Clickstream; Interactivity; Audio equipment; Educational psychology; Mathematics education; Pedagogy; Multimedia; Communication; Computer science","retraction":null,"screen_n_in":null,"score":{"opus":0.05591657958953875,"gpt":0.388037726389536,"spread":0.3321211467999972,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001828955,0.00007931177,0.0001117542,0.0002767816,0.0004234278,0.00003850434,0.000277655,0.00005789672,0.00005551444],"category_scores_gemma":[0.0007309616,0.00005857275,0.00002764393,0.00141504,0.0005528525,0.001143328,0.00007921153,0.0003203655,0.000001997646],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001903747,"about_ca_system_score_gemma":0.0002730918,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002211804,"about_ca_topic_score_gemma":0.005860321,"domain_scores_codex":[0.9981074,0.0002055306,0.0003490701,0.0001976903,0.0007114342,0.000428922],"domain_scores_gemma":[0.9994191,0.0001433375,0.0001724643,0.0001042798,0.0000723041,0.00008850387],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.000005242278,0.0001599311,0.8642794,0.00000286827,8.379507e-7,5.525044e-7,0.009491503,0.001565163,0.003280169,0.002066759,5.377889e-7,0.119147],"study_design_scores_gemma":[0.0001537899,0.00002084649,0.9591529,0.0000993877,0.000004703962,0.000002196216,0.03881283,0.001020866,0.0001429614,0.00008142083,0.0004225301,0.00008558423],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9980819,0.00002460729,0.00007658841,0.0009449057,0.0004129576,0.0001078392,0.000006651823,0.00001788217,0.0003266858],"genre_scores_gemma":[0.9964289,0.00001896104,0.003137235,0.00002436463,0.0003084725,0.000007919378,0.00001233607,0.000005024215,0.00005680961],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1190614,"threshold_uncertainty_score":0.3343601,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2056095986","doi":"10.1007/s11251-014-9339-0","title":"Teachers as participatory designers: two case studies with technology-enhanced learning environments","year":2015,"lang":"en","type":"article","venue":"Instructional Science","topic":"Mobile Learning in Education","field":"Computer Science","cited_by":131,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto","funders":"","keywords":"Participatory design; General partnership; Curriculum; Instructional design; Pedagogy; Sociology; Participatory GIS; Citizen journalism; Inclusion (mineral); Educational technology; Design and Technology; Knowledge management; Engineering; Psychology; Mathematics education; Computer science; Political science","retraction":null,"screen_n_in":null,"score":{"opus":0.05208186568698806,"gpt":0.3397068121729574,"spread":0.2876249464859693,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008602552,0.0001339052,0.0001140799,0.0002675483,0.0005477237,0.0001138375,0.0006431259,0.00003891256,0.000007570188],"category_scores_gemma":[0.0006189442,0.0001135798,0.00001548757,0.00129583,0.001476111,0.001222432,0.0002364361,0.0002859447,0.0001163409],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004896794,"about_ca_system_score_gemma":0.0005490527,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00002719086,"about_ca_topic_score_gemma":0.000006030398,"domain_scores_codex":[0.9980593,0.00008330218,0.0001689548,0.0005835753,0.0007373971,0.0003674164],"domain_scores_gemma":[0.9990808,0.00005812315,0.0001472472,0.0003626256,0.0001598525,0.0001913963],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"bench_or_experimental","study_design_scores_codex":[0.00003789324,0.000292651,0.04360192,0.00001194279,0.0001086736,0.0006614524,0.03449713,0.1855832,0.04478722,0.06440081,0.0002361562,0.6257809],"study_design_scores_gemma":[0.0104134,0.006980474,0.03414341,0.0005250436,0.0001889556,0.08199248,0.16187,0.1143531,0.3687778,0.1785792,0.03654936,0.005626835],"study_design_candidate":"design_other","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9584673,0.00007031405,0.03861777,0.0004296221,0.0005522476,0.0001239564,1.044857e-7,0.0001850746,0.001553629],"genre_scores_gemma":[0.9307756,0.000003122874,0.06877883,0.00006183631,0.00005940715,0.00007641189,2.366725e-7,0.000006235361,0.0002383163],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.6201541,"threshold_uncertainty_score":0.5438794,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1515799968","doi":"10.1023/a:1003996000775","title":"Constructing knowledge in the context of BioWorld","year":2001,"lang":"en","type":"article","venue":"Instructional Science","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":109,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University","funders":"","keywords":"Educational psychology; Mathematics education; Curriculum; Computer science; Psychology; Pedagogy","retraction":null,"screen_n_in":null,"score":{"opus":0.07487227080497476,"gpt":0.4248025502310878,"spread":0.349930279426113,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003580679,0.00006303692,0.00009270313,0.0002467342,0.0001991353,0.00001816709,0.0003378061,0.00002963123,0.0003144019],"category_scores_gemma":[0.0002784822,0.000044687,0.00002428729,0.001854915,0.001399395,0.0001019781,0.00003028236,0.0003069638,0.00003070381],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0000572629,"about_ca_system_score_gemma":0.00009303772,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0002719371,"about_ca_topic_score_gemma":0.00004995606,"domain_scores_codex":[0.9987981,0.0003538432,0.0002141635,0.0002047166,0.0002232973,0.0002059213],"domain_scores_gemma":[0.999273,0.0003152619,0.0001058394,0.0001650688,0.000121465,0.00001934008],"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":[0.0000136518,0.00003561187,0.1231996,0.000001226462,0.000002932966,0.000002576248,0.00410337,0.000002260794,0.001506623,0.537923,0.00006048272,0.3331487],"study_design_scores_gemma":[0.000519028,0.00007161571,0.9347068,0.0000283208,0.00000303258,0.0006667778,0.02927861,0.00009866249,0.0004396836,0.003895723,0.03016187,0.0001299001],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8060087,0.00003322662,0.0005034346,0.0002820131,0.000922901,0.0000485129,0.000001305996,0.00001352734,0.1921864],"genre_scores_gemma":[0.9948727,3.930771e-7,0.004602666,0.0001198607,0.000116003,0.000005711952,6.234973e-7,0.000002911999,0.0002791005],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.8115072,"threshold_uncertainty_score":0.5156129,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2092297292","doi":"10.1007/s11251-007-9045-2","title":"Instructors’ perspectives on the utility of student ratings of instruction","year":2007,"lang":"en","type":"article","venue":"Instructional Science","topic":"Evaluation of Teaching Practices","field":"Social Sciences","cited_by":101,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Calgary","funders":"","keywords":"Summative assessment; Educational psychology; Psychology; Sample (material); Medical education; Mathematics education; Student engagement; Pedagogy; Formative assessment; Medicine","retraction":null,"screen_n_in":null,"score":{"opus":0.1186419514415662,"gpt":0.460984290839059,"spread":0.3423423393974928,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.009281762,0.00008443961,0.0001182976,0.0002198593,0.001059795,0.00004725163,0.0006493166,0.00004942711,0.0004410336],"category_scores_gemma":[0.003444261,0.00006392066,0.00006050958,0.001199134,0.004324762,0.0007847181,0.00007611139,0.0002181383,0.000004684799],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001908445,"about_ca_system_score_gemma":0.0005737682,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001253835,"about_ca_topic_score_gemma":0.0002726768,"domain_scores_codex":[0.9966584,0.0002257477,0.0003877252,0.0002833405,0.002218169,0.00022664],"domain_scores_gemma":[0.9977502,0.000680753,0.0005345705,0.000233504,0.0007239553,0.00007701505],"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":[0.00004589383,0.0001122877,0.06027695,0.000004320618,0.00001254456,2.031696e-7,0.03396669,0.00002457038,0.006642248,0.8695354,0.0000314309,0.02934747],"study_design_scores_gemma":[0.0001849716,0.00007175271,0.8952121,0.00002135045,0.000008046633,0.000004579178,0.08875822,0.00005342584,0.007902384,0.006144315,0.00155225,0.00008662491],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9483241,0.00001479417,0.0001286442,0.001462936,0.0007778218,0.0001905274,0.000003130666,0.00002559471,0.04907244],"genre_scores_gemma":[0.9966211,0.00001170479,0.003126984,0.00003256875,0.0001624036,0.000002621209,2.648605e-7,0.000003280419,0.00003908096],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.8633911,"threshold_uncertainty_score":0.9983849,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1963514677","doi":"10.1007/s11251-013-9300-7","title":"Making the failure more productive: scaffolding the invention process to improve inquiry behaviors and outcomes in invention activities","year":2013,"lang":"en","type":"article","venue":"Instructional Science","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":90,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of British Columbia","funders":"National Science Foundation","keywords":"Educational psychology; Construct (python library); Process (computing); Context (archaeology); Scaffold; Agency (philosophy); Psychology; Mathematics education; Cognition; Domain (mathematical analysis); Computer science; Knowledge management; Sociology; Social science","retraction":null,"screen_n_in":null,"score":{"opus":0.06654024321874319,"gpt":0.4276058729175016,"spread":0.3610656296987584,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.001876074,0.00009191121,0.0000805927,0.0002146953,0.002138162,0.0004929289,0.0005301709,0.00004092349,0.0001052076],"category_scores_gemma":[0.0006710299,0.00005758079,0.00002721983,0.001535604,0.002662341,0.001949261,0.00009426856,0.0001697157,0.00001008313],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001937971,"about_ca_system_score_gemma":0.0005271714,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001636436,"about_ca_topic_score_gemma":0.001591739,"domain_scores_codex":[0.9981761,0.0001223294,0.0001766831,0.0003731513,0.0008227465,0.0003290093],"domain_scores_gemma":[0.9993634,0.00009389249,0.0001101579,0.0001573923,0.0001882531,0.00008694438],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.000009147873,0.0001068028,0.5637395,0.00001526661,0.000006420492,3.913118e-7,0.2264846,0.0002196006,0.01502209,0.09829578,0.0004693209,0.09563108],"study_design_scores_gemma":[0.00006740385,0.00001581571,0.7624855,0.00002163617,0.000003545898,0.00000625386,0.2207234,0.00007237301,0.0003671944,0.01523926,0.0008820165,0.0001155827],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9680915,0.00001065483,0.00002107559,0.02910638,0.001483309,0.0006033183,0.00000110364,0.00002526813,0.0006573429],"genre_scores_gemma":[0.9986128,0.000003372,0.000306331,0.0003876348,0.0002751439,0.0001965774,3.930155e-7,0.00000361154,0.0002141178],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1987461,"threshold_uncertainty_score":0.9991609,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2913729783","doi":"10.1007/s11251-018-09480-z","title":"Emotion regulation tendencies, achievement emotions, and physiological arousal in a medical diagnostic reasoning simulation","year":2019,"lang":"en","type":"article","venue":"Instructional Science","topic":"Intelligent Tutoring Systems and Adaptive Learning","field":"Computer Science","cited_by":82,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University; Alberta Advanced Education; University of Alberta","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Educational psychology; Arousal; Psychology; Cognitive psychology; Developmental psychology; Social psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.01929907506078555,"gpt":0.2697188601523077,"spread":0.2504197850915221,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000996472,0.00009417984,0.0001073418,0.0001863083,0.0002393911,0.0001323542,0.0003167624,0.00006258574,0.00003702235],"category_scores_gemma":[0.0008005701,0.00008129432,0.0000213349,0.0006249141,0.0001461012,0.0009484615,0.0001829636,0.0001832161,0.00003056779],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001867276,"about_ca_system_score_gemma":0.0001469293,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00007289697,"about_ca_topic_score_gemma":0.000004902561,"domain_scores_codex":[0.9980837,0.00007382756,0.0002454553,0.0004627506,0.0008960279,0.0002383154],"domain_scores_gemma":[0.9993265,0.000218751,0.00009684204,0.000160085,0.0001083865,0.00008945791],"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":[0.000005327859,0.00005713553,0.07328003,0.00001337037,0.000003243843,0.000006237419,0.00036498,0.1208542,0.007296467,0.7527305,0.000004295569,0.04538426],"study_design_scores_gemma":[0.0001187953,0.00004985987,0.6354439,0.0000970671,4.980768e-7,0.0000321955,0.00004665676,0.3617592,0.00005857408,0.001989217,0.0003253258,0.00007876714],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.889139,0.0000181048,0.1094639,0.0002770295,0.000666225,0.0001467733,3.465251e-7,0.00005307385,0.0002355188],"genre_scores_gemma":[0.9931807,0.000005805018,0.006500277,0.00005351558,0.0001152216,0.000005746095,0.000001784514,0.000002701971,0.0001342622],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.7507412,"threshold_uncertainty_score":0.3315086,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2033127427","doi":"10.1007/s11251-013-9275-4","title":"Metacognitive scaffolds improve self-judgments of accuracy in a medical intelligent tutoring system","year":2013,"lang":"en","type":"article","venue":"Instructional Science","topic":"Clinical Reasoning and Diagnostic Skills","field":"Medicine","cited_by":57,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University","funders":"U.S. National Library of Medicine; Drexel University","keywords":"Metacognition; Dermatopathology; Test (biology); Correctness; Self-confidence; Computer science; Educational psychology; Cognitive psychology; Psychology; Artificial intelligence; Cognition; Developmental psychology; Medicine; Pathology; Social psychology; Psychiatry; Algorithm","retraction":null,"screen_n_in":null,"score":{"opus":0.01730056856659524,"gpt":0.3305150644929815,"spread":0.3132144959263863,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.0008143719,0.00009674495,0.0002470573,0.0001801141,0.00006111526,0.00002384131,0.0001956823,0.00007675117,0.0002513486],"category_scores_gemma":[0.02028262,0.00007449447,0.0000658963,0.0006806952,0.0004286248,0.0002341474,0.0001147219,0.000134739,0.00007774308],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002552644,"about_ca_system_score_gemma":0.0006297086,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0006094638,"about_ca_topic_score_gemma":0.000005555462,"domain_scores_codex":[0.9976956,0.00002494149,0.0004673072,0.0003247021,0.001222531,0.000264924],"domain_scores_gemma":[0.9968151,0.002151379,0.0001335459,0.0001635153,0.000383429,0.0003529643],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"observational","study_design_scores_codex":[0.0001301995,0.001335865,0.2158683,0.0002216268,0.0001402135,0.0001210412,0.0008616361,0.00003392934,0.02548525,0.02126786,0.0001017472,0.7344323],"study_design_scores_gemma":[0.001874077,0.0003278754,0.9550079,0.003480977,0.00005858826,0.0004122308,0.001033505,0.007601214,0.02915063,0.0007116374,0.0001374431,0.0002039043],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9944572,0.00003941201,0.00009439301,0.0003137865,0.0007964297,0.0002981775,0.00000346737,0.00004002606,0.003957045],"genre_scores_gemma":[0.9964763,0.00002371378,0.003151329,0.0001170833,0.0001485921,0.00004275472,0.000001913414,0.000005016444,0.00003330096],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.7391396,"threshold_uncertainty_score":0.9879699,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1978724795","doi":"10.1007/s11251-014-9342-5","title":"A fingerprint pattern of supports for teachers’ designing of technology-enhanced learning","year":2015,"lang":"en","type":"article","venue":"Instructional Science","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":52,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Queen's University","funders":"Buck Institute for Research on Aging","keywords":"Educational psychology; Leverage (statistics); Computer science; Educational technology; Software design pattern; Process (computing); Knowledge management; Psychology; Mathematics education; Artificial intelligence; Software","retraction":null,"screen_n_in":null,"score":{"opus":0.05895877894577656,"gpt":0.391546486538969,"spread":0.3325877075931924,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003415196,0.00008217565,0.000166024,0.0003978649,0.0001421631,0.000007850119,0.0002648996,0.00007695497,0.00006094748],"category_scores_gemma":[0.001402079,0.00007749216,0.00003892142,0.0008500944,0.0008098105,0.00009619133,0.00005648359,0.000305425,0.000003702551],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00006331189,"about_ca_system_score_gemma":0.000206388,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00007049402,"about_ca_topic_score_gemma":8.447504e-7,"domain_scores_codex":[0.9987862,0.0001274766,0.0002821534,0.0002819184,0.0002862898,0.0002359976],"domain_scores_gemma":[0.9988979,0.0001222464,0.0003113148,0.0001583257,0.0004645074,0.00004575774],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"observational","study_design_scores_codex":[0.00004153388,0.00005671047,0.06547497,0.00001036477,0.00002168665,7.797949e-7,0.0121783,0.0006821974,0.2708752,0.01053537,0.00005304793,0.6400698],"study_design_scores_gemma":[0.003394932,0.002249441,0.4731796,0.0002993738,0.00004627567,0.000256371,0.0322898,0.001497424,0.4378482,0.03637438,0.01175779,0.0008063448],"study_design_candidate":"bench_or_experimental","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.739819,0.00001271723,0.2539514,0.00007016235,0.0004797806,0.00008125406,0.000001349398,0.00004443614,0.005539874],"genre_scores_gemma":[0.8928177,1.20188e-7,0.1068742,0.00001278373,0.0000461897,0.0000184574,0.000001178621,0.000007067155,0.0002222078],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.6392635,"threshold_uncertainty_score":0.3160039,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2809994808","doi":"10.1007/s11251-018-9463-3","title":"Supporting communities of learners in the elementary classroom: the common knowledge learning environment","year":2018,"lang":"en","type":"article","venue":"Instructional Science","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":44,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto","funders":"Social Sciences and Humanities Research Council of Canada; National Science Foundation","keywords":"Educational psychology; Mathematics education; Pedagogy; Psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.05755096442728311,"gpt":0.4093889766245766,"spread":0.3518380121972935,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.008394898,0.00008099046,0.00009414247,0.0001321951,0.0009726892,0.00002710268,0.0006636831,0.00002947174,0.0006319738],"category_scores_gemma":[0.0001049072,0.0000498119,0.00002835255,0.0005763737,0.00295022,0.00009979108,0.0001227008,0.0007214177,0.0000444995],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00007287013,"about_ca_system_score_gemma":0.00005401369,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0007801207,"about_ca_topic_score_gemma":0.000100944,"domain_scores_codex":[0.9974942,0.001473566,0.0002774936,0.000147294,0.0003274345,0.0002800213],"domain_scores_gemma":[0.9990011,0.0004896736,0.000190459,0.0002578712,0.00004477207,0.00001606271],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00004035612,0.0001286391,0.5737147,0.000005484114,0.00001971994,0.000001468421,0.1230174,0.0003686216,0.004693729,0.07180533,0.0003243829,0.2258801],"study_design_scores_gemma":[0.0002515941,0.0002460978,0.8361517,0.00001996864,0.000005932252,0.00006170374,0.1050504,0.0006079469,0.00034218,0.002105841,0.05504708,0.0001095991],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9552644,0.00002572965,0.0006088634,0.0004977072,0.0004124942,0.00008168677,9.751236e-7,0.00001384972,0.04309426],"genre_scores_gemma":[0.9968423,0.000001584913,0.002454674,0.0001976026,0.0001458385,0.00001140073,0.000002932715,0.000005119644,0.0003384941],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.262437,"threshold_uncertainty_score":0.9997632,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2017217782","doi":"10.1007/s11251-007-9033-6","title":"Sources of students’ frustration in pre-university level, prerequisite mathematics courses","year":2007,"lang":"en","type":"article","venue":"Instructional Science","topic":"Higher Education Research Studies","field":"Social Sciences","cited_by":40,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Acadia University; Concordia University","funders":"","keywords":"Frustration; Educational psychology; Pace; Mathematics education; Psychology; Quality (philosophy); Perspective (graphical); Institution; Process (computing); Point (geometry); Pedagogy; Social psychology; Computer science; Mathematics; Sociology; Social science; Epistemology","retraction":null,"screen_n_in":null,"score":{"opus":0.04937593016506971,"gpt":0.4127387328602597,"spread":0.3633628026951901,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002252799,0.00004920744,0.00007856295,0.0002738862,0.000540857,0.00004838764,0.0005054035,0.00003328739,0.0001123674],"category_scores_gemma":[0.0004313628,0.00005027404,0.00001954683,0.001306463,0.001932526,0.0005548224,0.00007977342,0.00008141436,0.000006491399],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002748463,"about_ca_system_score_gemma":0.0006005076,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002232758,"about_ca_topic_score_gemma":0.004399692,"domain_scores_codex":[0.9979799,0.00004075531,0.0001648536,0.0001659831,0.001388587,0.000259952],"domain_scores_gemma":[0.9992113,0.0001757967,0.00009996195,0.00008899955,0.0003280989,0.00009589258],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00001440588,0.0001972852,0.8192294,0.00001161955,0.00000723597,0.000002336948,0.02927889,0.00004696071,0.001560851,0.1472159,0.00008115486,0.002354025],"study_design_scores_gemma":[0.0001083024,0.00001613546,0.976144,0.00001738375,0.000002047082,0.000001167145,0.01784927,0.000006754312,0.0007241615,0.002021605,0.003053228,0.00005600699],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9910658,0.00001254024,0.0002393685,0.0004099807,0.0002038654,0.0001539403,0.00000575389,0.00001542167,0.007893309],"genre_scores_gemma":[0.9933092,0.0000230784,0.005443477,0.000008259992,0.00007116755,9.334869e-7,4.092441e-7,0.000001573984,0.001141872],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1569146,"threshold_uncertainty_score":0.7120472,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1999658503","doi":"10.1007/s11251-008-9071-8","title":"Graduate students’ conceptions of university teaching and learning: formation for change","year":2008,"lang":"en","type":"article","venue":"Instructional Science","topic":"Evaluation of Teaching Practices","field":"Social Sciences","cited_by":35,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University","funders":"","keywords":"Mathematics education; Educational psychology; Context (archaeology); Axial coding; Graduate students; Teaching method; Meaning (existential); Psychology; Course (navigation); Pedagogy; Grounded theory; Qualitative research; Engineering; Sociology","retraction":null,"screen_n_in":null,"score":{"opus":0.3368220021525979,"gpt":0.4553947643279252,"spread":0.1185727621753273,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.003829842,0.00003632409,0.00005263112,0.0001212162,0.003775771,0.00003065196,0.0002103818,0.00002168909,0.00001348257],"category_scores_gemma":[0.001922452,0.00003949431,0.00001964691,0.0002260616,0.001182039,0.002100775,0.00004659175,0.0001559617,0.000002067067],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001129405,"about_ca_system_score_gemma":0.0001506875,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001284675,"about_ca_topic_score_gemma":0.0001019104,"domain_scores_codex":[0.9986601,0.0002966419,0.00009084759,0.0001266984,0.0007091275,0.0001165208],"domain_scores_gemma":[0.9991965,0.0003239412,0.0001560947,0.00004220688,0.0002224568,0.00005881515],"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":[0.0000856816,0.000155067,0.1337482,0.00002705139,0.00001981498,0.000001256215,0.1998024,0.0003047195,0.003940571,0.5785746,0.0003731678,0.08296745],"study_design_scores_gemma":[0.0007236425,0.0001389614,0.827172,0.00002830387,0.00002261923,0.00003055113,0.03845683,0.001599285,0.0001379836,0.002348663,0.1291498,0.0001912879],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9932023,0.000007008955,0.001323872,0.001925475,0.0001926273,0.0001802774,0.000003339354,0.00003099231,0.003134114],"genre_scores_gemma":[0.9882358,0.00004875731,0.01113147,0.00003060996,0.00008905902,0.000003002433,0.000001659601,0.000001526365,0.0004580801],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.6934239,"threshold_uncertainty_score":0.9975212,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2032466689","doi":"10.1007/s11251-011-9194-1","title":"The design of technology-rich learning environments as metacognitive tools in history education","year":2011,"lang":"en","type":"article","venue":"Instructional Science","topic":"Educator Training and Historical Pedagogy","field":"Social Sciences","cited_by":32,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University","funders":"","keywords":"Metacognition; Educational psychology; Narrative; Notice; Process (computing); Recall; Mathematics education; Educational technology; Psychology; Computer science; Cognitive psychology; Cognition; Linguistics","retraction":null,"screen_n_in":null,"score":{"opus":0.1638194828807884,"gpt":0.3544510180512532,"spread":0.1906315351704648,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.001208028,0.000051714,0.00006818645,0.0002214216,0.0006457078,0.0000119821,0.0003663945,0.00005566076,0.0001488671],"category_scores_gemma":[0.001362334,0.00004421446,0.00001777064,0.0006401112,0.003048755,0.0003060803,0.00002816016,0.0001823706,0.00002872746],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0008753089,"about_ca_system_score_gemma":0.002307725,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0009703958,"about_ca_topic_score_gemma":0.00006694909,"domain_scores_codex":[0.9989073,0.0001051475,0.0001522865,0.0001925763,0.0004298149,0.0002128247],"domain_scores_gemma":[0.9995236,0.0001452441,0.0001137953,0.00008197207,0.00007548079,0.00005984223],"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":[0.00003216569,0.000245576,0.02257829,0.000002101745,0.000009632563,0.000001023684,0.05222667,0.00004100372,0.005260961,0.5454925,0.0001732109,0.3739369],"study_design_scores_gemma":[0.0003016948,0.000284106,0.1723958,0.00004802573,0.00002433833,0.00001660445,0.1677063,0.00002867566,0.002594432,0.09521919,0.5609809,0.000399962],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8366346,0.0006347533,0.0002250714,0.0004823278,0.002192733,0.0001955749,4.338112e-7,0.00003341574,0.1596011],"genre_scores_gemma":[0.994925,0.00008657257,0.003257058,0.00002906649,0.00005671957,0.00002872808,2.155546e-7,0.000002844482,0.001613822],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5608076,"threshold_uncertainty_score":0.9996644,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1570100070","doi":"10.1023/a:1020570928993","title":"Modelling cognitive style in a peer help networkt","year":2002,"lang":"en","type":"article","venue":"Instructional Science","topic":"Intelligent Tutoring Systems and Adaptive Learning","field":"Computer Science","cited_by":27,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Saskatchewan","funders":"Natural Sciences and Engineering Research Council of Canada","keywords":"Helpfulness; Computer science; Session (web analytics); Style (visual arts); Cognition; Educational psychology; Matching (statistics); Component (thermodynamics); Cognitive style; Artificial intelligence; World Wide Web; Psychology; Mathematics education; Social psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.0445594746991533,"gpt":0.2500649662811737,"spread":0.2055054915820204,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006154111,0.00009689364,0.00009521761,0.0002165611,0.0003218918,0.000228158,0.0005647088,0.00003218095,0.00006925633],"category_scores_gemma":[0.00007829982,0.00009200748,0.00003295566,0.001183035,0.0001713256,0.001084344,0.0001424046,0.0002030693,0.0001290325],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001211903,"about_ca_system_score_gemma":0.00005142859,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001469848,"about_ca_topic_score_gemma":0.000004247363,"domain_scores_codex":[0.9981342,0.00003123127,0.0001960997,0.0004413293,0.0008282254,0.0003689137],"domain_scores_gemma":[0.9993479,0.00006330365,0.00006842673,0.0001440104,0.0002921994,0.00008419777],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"simulation_or_modeling","study_design_scores_codex":[0.000003000381,0.00004707156,0.003545318,0.000004188329,0.000004161829,0.00002311619,0.00149311,0.3258961,0.0003339553,0.6057711,0.00005583667,0.06282301],"study_design_scores_gemma":[0.0001293361,0.00002552763,0.00213653,0.00006661651,6.461734e-7,0.00007621481,0.000134813,0.9894454,0.0002181662,0.001413176,0.006205221,0.0001483832],"study_design_candidate":"simulation_or_modeling","study_design_consensus":null,"genre_codex":"methods","genre_gemma":"empirical","genre_scores_codex":[0.3004405,0.00007984196,0.6842355,0.000337995,0.001153382,0.0001056093,9.315158e-7,0.0000835946,0.01356266],"genre_scores_gemma":[0.9788561,0.000005222602,0.0182568,0.00006139717,0.0002128083,0.000008193191,2.430541e-7,0.000003807907,0.002595395],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.6784156,"threshold_uncertainty_score":0.3751956,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2041458905","doi":"10.1007/s11251-012-9242-5","title":"Learning “to do” and learning “about” inquiry at the same time: different outcomes in valuing the importance of various intellectual tasks in planning, enacting, and evaluating an inquiry curriculum","year":2012,"lang":"en","type":"article","venue":"Instructional Science","topic":"Education and Critical Thinking Development","field":"Social Sciences","cited_by":21,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University; Montreal Children's Hospital","funders":"","keywords":"Curriculum; Educational psychology; Psychology; Mathematics education; Multivariate analysis of variance; Pedagogy; Inquiry-based learning; Teacher education","retraction":null,"screen_n_in":null,"score":{"opus":0.05596934320903106,"gpt":0.3959694747642764,"spread":0.3400001315552453,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.005575749,0.0001162321,0.0001581066,0.000153134,0.001404385,0.0001385465,0.0002719254,0.00004997681,0.0001178845],"category_scores_gemma":[0.005861631,0.0000740437,0.00001853949,0.0006911592,0.001406977,0.0004176433,0.0002403825,0.0004687957,0.000003825892],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003133119,"about_ca_system_score_gemma":0.0001797699,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0005746479,"about_ca_topic_score_gemma":0.0002796538,"domain_scores_codex":[0.9976815,0.0004913688,0.0003159098,0.0002907345,0.0007920835,0.0004284142],"domain_scores_gemma":[0.9985474,0.0009848917,0.0001281099,0.00009610545,0.00009174228,0.0001517517],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.000003818141,0.00002684344,0.6907941,0.00000284679,0.000002154696,1.931718e-7,0.2964883,0.0003289228,0.0002370374,0.002087168,0.00000512516,0.01002346],"study_design_scores_gemma":[0.0001149538,0.0000467495,0.8958256,0.00006886703,0.000003920189,0.00001016415,0.1015841,0.000794059,0.00003704947,0.0008826333,0.0005113551,0.0001205404],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9978338,0.0001688453,0.00003238723,0.0007790985,0.0005157631,0.0001779561,2.628529e-7,0.00001756048,0.0004743236],"genre_scores_gemma":[0.9986507,0.00001368044,0.0008129989,0.0002181244,0.0001341108,0.00002046062,9.397388e-7,0.000005420861,0.0001435391],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2050315,"threshold_uncertainty_score":0.9998956,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1973816053","doi":"10.1007/s11251-013-9290-5","title":"Do expert clinical teachers have a shared understanding of what constitutes a competent reasoning performance in case-based teaching?","year":2013,"lang":"en","type":"article","venue":"Instructional Science","topic":"Clinical Reasoning and Diagnostic Skills","field":"Medicine","cited_by":17,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University; Alberta Advanced Education; University of Alberta","funders":"","keywords":"Educational psychology; Set (abstract data type); Process (computing); Key (lock); Psychology; Mathematics education; Logical reasoning; Computer science","retraction":null,"screen_n_in":null,"score":{"opus":0.07755019330662685,"gpt":0.3782165528307532,"spread":0.3006663595241263,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.001519084,0.0001302652,0.000320819,0.000208028,0.0002278356,0.0001267688,0.0001592203,0.00008908711,0.0001375243],"category_scores_gemma":[0.01430841,0.0001065624,0.00009951922,0.0003244555,0.001838393,0.0006718028,0.00005991021,0.000427863,0.00001176083],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003390975,"about_ca_system_score_gemma":0.0007113036,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0005532955,"about_ca_topic_score_gemma":0.00002985721,"domain_scores_codex":[0.9979985,0.00006432889,0.0005993117,0.0004288428,0.000595016,0.000314036],"domain_scores_gemma":[0.9964164,0.002766981,0.0001761627,0.000241368,0.0001174782,0.0002815498],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0000649238,0.0002750961,0.9511295,0.00001351896,0.00001407991,0.0001108105,0.0005033736,0.0001834644,0.0003682502,0.003241129,0.0001592893,0.04393655],"study_design_scores_gemma":[0.004988174,0.0007113204,0.9109801,0.00993045,0.0000360437,0.0029409,0.01164489,0.05705711,0.0004047948,0.0005244044,0.0003929083,0.0003888962],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9958323,0.0001320395,0.0004325403,0.0008880449,0.0005493602,0.0002644773,0.000002477611,0.00003103499,0.001867686],"genre_scores_gemma":[0.980207,0.00005541075,0.01923474,0.0003480018,0.0001038498,0.00002222931,0.00000474688,0.000006769343,0.00001719767],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.05687364,"threshold_uncertainty_score":0.9939945,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2153789086","doi":"10.1023/a:1019871114857","title":"Debriefing interview and Colloquium: How effective are these as research strategies?","year":2002,"lang":"en","type":"article","venue":"Instructional Science","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":15,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University","funders":"","keywords":"Debriefing; Educational psychology; Interview; Educational research; Psychology; Pedagogy; Epistemology; Sociology; Social psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.1961314043512294,"gpt":0.4718250968233554,"spread":0.2756936924721259,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006077526,0.0001061302,0.0001307556,0.0003224773,0.0007853798,0.0002792932,0.0003038634,0.00006379066,0.0007656509],"category_scores_gemma":[0.001055145,0.00008979896,0.00002482744,0.001503689,0.001836913,0.0004004755,0.0001169413,0.0007195863,0.000117551],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001157171,"about_ca_system_score_gemma":0.00005757139,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0002156299,"about_ca_topic_score_gemma":0.000008917191,"domain_scores_codex":[0.9971081,0.001334806,0.0001156357,0.0004877798,0.0005489,0.0004047818],"domain_scores_gemma":[0.9987609,0.0005144597,0.00008427013,0.0002062478,0.0003467652,0.00008730165],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"observational","study_design_scores_codex":[0.00003475396,0.00009685939,0.009324888,0.00002747534,0.0000364778,0.00003192943,0.01444472,0.00001543839,0.01288887,0.3916715,0.001706337,0.5697207],"study_design_scores_gemma":[0.000574777,0.0004203967,0.9007335,0.0001592623,0.000006434771,0.0007603431,0.01341967,0.0004271765,0.0004462761,0.02403392,0.05871208,0.0003061667],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9340662,0.0002590688,0.001032203,0.002537733,0.0006811889,0.0001695228,0.000001951408,0.00005369463,0.06119847],"genre_scores_gemma":[0.9946836,0.000006388459,0.003358582,0.0001803398,0.000165823,0.00003860774,3.367098e-7,0.000008574091,0.0015578],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.8914086,"threshold_uncertainty_score":0.838334,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2606822445","doi":"10.1007/s11251-017-9410-8","title":"Effects of student-facilitated learning on instructional facilitators","year":2017,"lang":"en","type":"article","venue":"Instructional Science","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":14,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":false,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"","funders":"McMaster University; City University of New York; National Science Foundation","keywords":"Educational psychology; Psychology; Mathematics education; Instructional design; Pedagogy; Computer science; Medical education; Medicine","retraction":null,"screen_n_in":null,"score":{"opus":0.03506014183196206,"gpt":0.4169966096231706,"spread":0.3819364677912086,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.001966402,0.0001497665,0.0001880101,0.0003132746,0.00171002,0.00007905684,0.0007053912,0.000074848,0.0002905425],"category_scores_gemma":[0.001863371,0.0001355115,0.00006635591,0.0003659766,0.002204443,0.0003073867,0.0001166436,0.0006068065,0.000116972],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001105957,"about_ca_system_score_gemma":0.0001167827,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001490583,"about_ca_topic_score_gemma":9.615538e-7,"domain_scores_codex":[0.9977831,0.0003510346,0.0002717873,0.0004918925,0.0007776121,0.0003246325],"domain_scores_gemma":[0.9986108,0.0003273158,0.0003285356,0.0003723706,0.0002766457,0.00008431951],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"observational","study_design_scores_codex":[0.0001715556,0.0001922035,0.3149934,0.00003187677,0.00008894352,0.00001333104,0.003463881,0.0006488782,0.05559795,0.2963217,0.00009913955,0.3283772],"study_design_scores_gemma":[0.0005966366,0.0002361957,0.9906632,0.00003183926,0.000005371053,0.00002863307,0.0002970352,0.00002884001,0.002413342,0.001424909,0.004136635,0.0001373261],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.970241,0.00001172713,0.0006761132,0.0001102369,0.003260361,0.0001120536,0.000005312337,0.00006561717,0.02551754],"genre_scores_gemma":[0.9927,6.685019e-7,0.0058784,0.00003010067,0.000138882,0.00001524542,0.000001573639,0.000008100877,0.001227037],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.6756698,"threshold_uncertainty_score":0.9995896,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3042944617","doi":"10.1007/s11251-020-09520-7","title":"Assistance that fades in improves learning better than assistance that fades out","year":2020,"lang":"en","type":"article","venue":"Instructional Science","topic":"Intelligent Tutoring Systems and Adaptive Learning","field":"Computer Science","cited_by":13,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Carleton University","funders":"Natural Sciences and Engineering Research Council of Canada","keywords":"Fade; Copying; Context (archaeology); Similarity (geometry); Computer science; Session (web analytics); Artificial intelligence; Law","retraction":null,"screen_n_in":null,"score":{"opus":0.04249505454278869,"gpt":0.2579176998709825,"spread":0.2154226453281938,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007031139,0.0002485015,0.0002543309,0.000193733,0.0006340038,0.0007284741,0.001487855,0.00007515278,0.00001902172],"category_scores_gemma":[0.0002212027,0.0002250732,0.00009272598,0.0009929613,0.0004195778,0.002328001,0.0003522463,0.0005927461,0.00007230042],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002377285,"about_ca_system_score_gemma":0.0002099668,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00007637531,"about_ca_topic_score_gemma":0.00003597252,"domain_scores_codex":[0.9967186,0.0001004319,0.0003210782,0.001006174,0.001218613,0.0006350924],"domain_scores_gemma":[0.9990048,0.0001115274,0.0002585472,0.0002892998,0.0001356478,0.0002001129],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00003463696,0.00005061542,0.5557858,0.00007474997,0.00002420868,0.00007102475,0.006346751,0.003962936,0.1090982,0.2482824,0.0001192058,0.07614946],"study_design_scores_gemma":[0.000402339,0.0001516992,0.8676108,0.0002673127,0.000004241131,0.00005915076,0.001333272,0.02377681,0.03063862,0.002184783,0.07275486,0.0008161925],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8250039,0.0001959939,0.1644706,0.003973932,0.001927042,0.0002008317,0.000002826036,0.000292047,0.00393285],"genre_scores_gemma":[0.9787779,0.000009525039,0.01930166,0.0004356409,0.0003184385,0.00001685836,8.211899e-7,0.00001226288,0.001126864],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3118249,"threshold_uncertainty_score":0.9178219,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2044109870","doi":"10.1007/s11251-010-9164-z","title":"Pre-service teachers’ perceptions of effective inquiry instruction: are effective instruction and effective inquiry instruction essentially the same?","year":2010,"lang":"en","type":"article","venue":"Instructional Science","topic":"Education and Critical Thinking Development","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University","funders":"","keywords":"Mathematics education; Perception; Educational psychology; Psychology; Differentiated instruction; Pedagogy; Cognitively Guided Instruction; Coding (social sciences); Teaching method; Teacher education; Sociology","retraction":null,"screen_n_in":null,"score":{"opus":0.01615619897028547,"gpt":0.3313751168899546,"spread":0.3152189179196692,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaepi_narrow","sts"],"consensus_categories":["sts"],"category_scores_codex":[0.00238896,0.0003256491,0.0003439579,0.0004368052,0.003425357,0.0003095249,0.0006595665,0.0003173201,0.0002151987],"category_scores_gemma":[0.001620464,0.000278771,0.0001191377,0.002591328,0.008142789,0.001656167,0.0002372733,0.001035229,0.00002585878],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0005437877,"about_ca_system_score_gemma":0.0007711408,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001405363,"about_ca_topic_score_gemma":0.002564273,"domain_scores_codex":[0.9959948,0.0005494928,0.0005173068,0.0008792102,0.001494167,0.0005650328],"domain_scores_gemma":[0.9970918,0.0005040666,0.0004121427,0.0004112055,0.00124207,0.0003387102],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"observational","study_design_scores_codex":[0.000138757,0.0002691932,0.0926085,0.00008797164,0.0001173659,0.000001797566,0.173098,0.00008323816,0.04264179,0.1197355,0.0001283246,0.5710896],"study_design_scores_gemma":[0.0009494699,0.00009492843,0.9319512,0.00008411508,0.00005637904,0.0001510585,0.04457003,0.00006370764,0.00300801,0.01505771,0.003650145,0.0003632506],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9822237,0.0000224454,0.0005269849,0.002462282,0.01193005,0.001519755,0.00001142696,0.0001410565,0.001162301],"genre_scores_gemma":[0.993537,0.00003766244,0.003432632,0.0003280175,0.002211797,0.0003764323,0.000008792602,0.00002074603,0.00004688726],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.8393427,"threshold_uncertainty_score":0.9999664,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4381950436","doi":"10.1007/s11251-023-09636-6","title":"Metadiscourse, knowledge advancement, and emotions in primary school students’ knowledge building","year":2023,"lang":"en","type":"article","venue":"Instructional Science","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":8,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto","funders":"Social Sciences and Humanities Research Council of Canada; Ministry of Education - Singapore","keywords":"Metadiscourse; Psychology; Discourse analysis; Knowledge building; Face (sociological concept); Agency (philosophy); Cognition; Pedagogy; Sociology; Linguistics; Social science","retraction":null,"screen_n_in":null,"score":{"opus":0.05576553207625681,"gpt":0.4603510281954164,"spread":0.4045854961191596,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004021021,0.0001228335,0.0001496941,0.00082865,0.0005336779,0.00007919205,0.0003749048,0.00004641079,0.0001820331],"category_scores_gemma":[0.0003721735,0.0001178097,0.00002609202,0.003221573,0.0006531795,0.0003729645,0.0002278502,0.0004139995,0.0002464854],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002345072,"about_ca_system_score_gemma":0.0002008289,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00002869247,"about_ca_topic_score_gemma":0.000009744898,"domain_scores_codex":[0.9982499,0.000316444,0.0002221431,0.0005039584,0.0003079294,0.000399661],"domain_scores_gemma":[0.9993439,0.000175828,0.00007580704,0.0001889321,0.0001126458,0.0001028672],"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":[0.00003421271,0.000283196,0.3173876,0.00002914495,0.00004581193,0.00001282511,0.005071151,0.0002048017,0.02961252,0.3374739,0.001062071,0.3087827],"study_design_scores_gemma":[0.0004459693,0.00003431684,0.9751445,0.00003717983,0.000004714208,0.00003319734,0.0006162855,0.00007541514,0.00003705385,0.002631607,0.02080658,0.0001332025],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9592469,0.0001445982,0.002215168,0.0002814731,0.001923474,0.0001283875,0.000003402396,0.00011719,0.03593935],"genre_scores_gemma":[0.9788612,0.0000125423,0.01406701,0.00005319647,0.0002257318,0.00004181504,0.000004275204,0.00001222206,0.00672202],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.6577568,"threshold_uncertainty_score":0.4804139,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4384133598","doi":"10.1007/s11251-023-09639-3","title":"Examining the effects of tempo in background music on adolescent learners’ reading comprehension performance: employing a multimodal approach","year":2023,"lang":"en","type":"article","venue":"Instructional Science","topic":"Neuroscience and Music Perception","field":"Neuroscience","cited_by":6,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto; McGill University Health Centre","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Psychology; Contempt; Cognitive psychology; Reading comprehension; Valence (chemistry); Reading (process); Comprehension; Cognition; Active listening; Facial expression; Task (project management); Developmental psychology; Social psychology; Communication; Linguistics","retraction":null,"screen_n_in":null,"score":{"opus":0.1106569536985309,"gpt":0.30140600314519,"spread":0.1907490494466591,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007017814,0.0001388664,0.0001360334,0.0004733448,0.0006983997,0.00007646156,0.000535819,0.00003946942,0.000006139283],"category_scores_gemma":[0.0004267335,0.0001015096,0.00003543001,0.003059107,0.001185906,0.0006526673,0.0002035237,0.0003035929,0.00003544326],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001334561,"about_ca_system_score_gemma":0.0001166811,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00003090493,"about_ca_topic_score_gemma":0.000001702962,"domain_scores_codex":[0.9974953,0.0001029002,0.0002474276,0.0006622444,0.001058932,0.0004331904],"domain_scores_gemma":[0.9992104,0.0003002659,0.0001126818,0.0002711822,0.00003446758,0.0000709914],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","study_design_scores_codex":[0.00002055071,0.00005373875,0.005226703,0.00004412205,2.48212e-7,0.000004565263,0.0007249157,0.003544161,0.9738643,0.0005489271,0.00001875533,0.01594898],"study_design_scores_gemma":[0.0004182003,0.0001736613,0.8855694,0.0002108915,0.00000229282,0.00006602357,0.0008332229,0.04669945,0.06573215,0.00006271282,0.00007771836,0.000154295],"study_design_candidate":"bench_or_experimental","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9974192,0.00000105317,0.00003740695,0.00004219561,0.001155353,0.0002946971,0.000001152695,0.00007105243,0.0009778419],"genre_scores_gemma":[0.9992972,0.00002454192,0.0001724016,0.0003387886,0.00008530412,0.00002485438,8.092525e-7,0.000009093699,0.00004698757],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.9081322,"threshold_uncertainty_score":0.5371597,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4324133731","doi":"10.1007/s11251-023-09622-y","title":"Fostering students’ informal quantitative estimations of uncertainty through statistical modeling","year":2023,"lang":"en","type":"article","venue":"Instructional Science","topic":"Statistics Education and Methodologies","field":"Mathematics","cited_by":4,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":false,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"","funders":"Azrieli Foundation; Israel Science Foundation","keywords":"Construct (python library); Statistical model; Educational psychology; Probabilistic logic; Process (computing); Computer science; Statistical analysis; Key (lock); Mathematics education; Statistical learning; Adaptation (eye); Psychology; Data science; Machine learning; Artificial intelligence; Statistics; Mathematics","retraction":null,"screen_n_in":null,"score":{"opus":0.5156176544166129,"gpt":0.5553366777494712,"spread":0.03971902333285826,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008955989,0.00007216014,0.0001218936,0.0001499793,0.0002502912,0.0000457607,0.0002757194,0.00002280299,0.0000672591],"category_scores_gemma":[0.00539687,0.00006463641,0.0000211391,0.0007797111,0.0005275767,0.0003251839,0.0002717653,0.0000777776,0.00002466957],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0000502014,"about_ca_system_score_gemma":0.0002710046,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00004384256,"about_ca_topic_score_gemma":0.000007101127,"domain_scores_codex":[0.998657,0.00003375634,0.00031095,0.0001615608,0.0006416648,0.0001950725],"domain_scores_gemma":[0.9982898,0.001140243,0.0001020261,0.0001249311,0.0002950087,0.00004804613],"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":[0.000009505871,0.00002048992,0.0002169542,0.00002756985,0.000007438311,5.361846e-7,0.001800331,0.03047283,0.0005617227,0.9624585,0.000149415,0.004274701],"study_design_scores_gemma":[0.000144501,0.00003320344,0.005116986,0.00002510687,0.000008551326,0.00001187203,0.003758229,0.2430001,0.0002028683,0.7475643,0.00004803304,0.00008620131],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"empirical","genre_gemma":"methods","genre_scores_codex":[0.5342108,0.000001766783,0.4631784,0.00007216676,0.0006564101,0.00008783587,0.00008964304,0.00006729282,0.001635668],"genre_scores_gemma":[0.4420706,0.00000445535,0.5578276,0.00001322029,0.00001696191,0.00001206963,0.000009330915,0.000003527079,0.00004225819],"genre_candidate":"methods","genre_consensus":null,"teacher_disagreement_score":0.2148942,"threshold_uncertainty_score":0.6460947,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4315641706","doi":"10.1007/s11251-022-09614-4","title":"Explanatory inferencing in simulation-based discovery learning: sequence analysis using the edit distance median string","year":2023,"lang":"en","type":"article","venue":"Instructional Science","topic":"Intelligent Tutoring Systems and Adaptive Learning","field":"Computer Science","cited_by":3,"is_retracted":false,"has_abstract":false,"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":"Levenshtein distance; Construct (python library); String (physics); Computer science; Discovery learning; Sequence (biology); Sequence learning; Artificial intelligence; Edit distance; Psychology; Data science; Machine learning; Mathematics education; Mathematics","retraction":null,"screen_n_in":null,"score":{"opus":0.05762025344775303,"gpt":0.3178767323916396,"spread":0.2602564789438866,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001450626,0.0001342689,0.0001554656,0.0008023652,0.000858475,0.0004894473,0.0009485362,0.00003821501,0.000006516894],"category_scores_gemma":[0.0005372908,0.0001072497,0.00007829077,0.007220929,0.0002738049,0.001697397,0.0001792985,0.0003283147,0.00001090214],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004174509,"about_ca_system_score_gemma":0.0005192119,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0003724304,"about_ca_topic_score_gemma":0.00009643789,"domain_scores_codex":[0.9976,0.0001035379,0.0003183811,0.0005311136,0.001017213,0.0004297305],"domain_scores_gemma":[0.9986966,0.0005733697,0.0001801721,0.0003097286,0.0001633091,0.00007681153],"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":[0.000001177863,0.000003219506,0.06353559,0.000003439504,0.000007837666,0.000008000766,0.0004018089,0.8765464,0.001355573,0.05656009,4.244915e-7,0.001576456],"study_design_scores_gemma":[0.00005862895,0.000007885517,0.05220721,0.00004541691,0.000005812874,0.000002126353,0.0003779613,0.9455665,0.0003823047,0.0006541988,0.0005515069,0.0001404734],"study_design_candidate":"simulation_or_modeling","study_design_consensus":"simulation_or_modeling","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.5065484,0.00000800152,0.4925186,0.00009710664,0.0006155582,0.00005886216,0.000001504591,0.00008645926,0.00006543647],"genre_scores_gemma":[0.9968764,0.000001593432,0.002766707,0.00003016959,0.0001698434,0.000007832779,0.000002600504,0.000005193649,0.0001396499],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.490328,"threshold_uncertainty_score":0.6602783,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null}]}