A Scholarly Character Sheet to Frame Learning Activities and Improve Engagement
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Character sheets are an essential element of game design for tabletop role-playing games. They can be adapted to frame a series of learning activities and to improve participants' engagement. In this study, they are used at the beginning of a five-session graduate seminar on library instruction to assess the participants' knowledge and present the curriculum. They are also used as wrap-up at the end of the final session to measure the participants' progress. Besides providing a better assessment of the group by the instructor, the character sheet activity improves comprehension of the content and offers an engaging opportunity to start the seminar and create a personal connection with the students. Through objectivation, a theoretical framework, I argue that character sheets can support metacognitive abilities like self-authorship, self-determination, and a growth mindset. By framing and matching the content with the participants' personal journey, character sheets provide gamified syllabi to improve motivation, engagement, and learning outcomes in a series of workshop activities.
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.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
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.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it