MétaCan
Menu
Back to cohort
Record W2947772521 · doi:10.33423/jabe.v20i9.220

GAF: From Design to Explanation of the Learning Process Using an Economics Gaming Intervention

2018· article· en· W2947772521 on OpenAlexvenueno aff
Jason Stratton Davis

Bibliographic record

VenueJournal of Applied Business and Economics · 2018
Typearticle
Languageen
FieldPsychology
TopicEducational Games and Gamification
Canadian institutionsnot available
Fundersnot available
KeywordsPerspective (graphical)Intervention (counseling)Representation (politics)Process (computing)Space (punctuation)Game theoryPsychologyComputer scienceMathematics educationEconomicsArtificial intelligenceMicroeconomicsPolitical science

Abstract

fetched live from OpenAlex

The Game Analysis Framework (GAF), which was created to provide a visual representation of ‘how’and ‘why’ undergraduate students learn from the playing of educational economics games at tertiary level.GAF brings a unique perspective on the potential of games to provide a rich and complex learningenvironment because it focuses on the learning occurring within the game space. By introducingdeliberative activity via an economics gaming intervention, the students become behaviourally,emotionally and cognitively engaged which enables them to move theory from being abstract tomeaningful tools for deciphering economic reality.

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame machine prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.

metaresearch head score (Codex)0.006
metaresearch head score (Gemma)0.011
Version: metacan-v3-hybrid-931329e0061cValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Non-randomized trial · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: none
Teacher disagreement score0.011
Threshold uncertainty score0.036

Distilled classifier scores by category (both heads)

CategoryCodexGemma
Metaresearch0.0060.011
Meta-epidemiology (narrow)0.0020.001
Meta-epidemiology (broad)0.0010.001
Bibliometrics0.0010.000
Science and technology studies0.0010.003
Scholarly communication0.0040.002
Open science0.0030.004
Research integrity0.0020.002
Insufficient payload (model declined to judge)0.0110.001

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.057
GPT teacher head0.317
Teacher spread0.260 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designNon-randomized trial
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

Quick stats

Citations0
Published2018
Admission routes1
Has abstractyes

Explore more

Same venueJournal of Applied Business and EconomicsSame topicEducational Games and GamificationFrench-language works237,207