id,title,description,date_created,date_modified,date_published,original_publication_date,publication_doi,provider,is_published,reviews_state,version,is_latest_version,preprint_doi,license,tags_list,tags_data,contributors_list,contributors_data,first_author,subjects_list,subjects_data,download_url,has_coi,conflict_of_interest_statement,has_data_links,has_prereg_links,prereg_links,prereg_link_info,last_updated
btnqc_v1,Mixed Methods Evaluation of the Experiences of Individuals Who Participate on Reddit Forums Related to Giftedness,"Despite the consensus that individuals who participate in programs for gifted children are no more or less psychologically healthy than the population at large, there are individuals in this group who struggle. The perspectives of individuals who participate on several Reddit subgroups related to giftedness were evaluated through qualitative content analysis and linguistic analysis using Linguistic Inquiry and Word Count (LIWC-22) software. The results indicate that many of the individuals who are drawn to participate in these subreddits express mental health struggles, issues with motivation, poor life adjustment skills, and struggles with being twice-exceptional.",2025-05-09T19:21:17.848817,2025-05-09T19:47:01.265049,2025-05-09T19:46:46.655855,,,edarxiv,1,accepted,1,1,https://doi.org/10.35542/osf.io/btnqc_v1,CC-By Attribution 4.0 International,,[],Erin Morris Miller,"[{""id"": ""3rngc"", ""name"": ""Erin Morris Miller"", ""index"": 0, ""orcid"": ""0000-0002-9448-037X"", ""bibliographic"": true}]",Erin Morris Miller,Education; Gifted Education,"[{""id"": ""5d0b8ccabe1a2300167c87f3"", ""text"": ""Education""}, {""id"": ""5d0b8ccbbe1a2300167c87fa"", ""text"": ""Gifted Education""}]",https://osf.io/download/681e55c69fbfbb7556da54ef,0,,no,no,[],,2025-05-10T00:11:34.205669
ajzp8_v1,Associations between school absence and negative post-education destinations observed in a population database,"School absences are known to be negatively associated with educational attainment, but few studies have documented subsequent consequences. The increased school absence seen since the COVID-19 pandemic mean that a better understanding of the longer-term consequences of absence is urgently needed. We used a population level database (Connected Bradford) to assess the associations between school absences at 5-16 years of age with negative post-education outcomes (operationalised as ‘Not in Employment, Education, or Training (NEET)’ status) at age 16-18 years. We found that absence was associated with increased rates of becoming NEET, especially for unauthorised absences. The timing of absence was important, with the relationship strength increasing as a function of age (between ages 11-16 years). The rate of absence was also important, with those absent for longer periods more likely to become NEET. Further, NEET risk increased monotonically with absence rate, providing no empirical support for ‘persistent absence’ (>10% absence rate) as a distinct category. Finally, we identified five ‘school absence trajectory’ clusters and found that the worst outcomes were associated with young people in clusters where absence rates increased throughout secondary school. These NEET patterns closely mirror those seen for educational attainment and thus underscore the strong connections between attainment and post-education destinations. The results highlight that School absences are well-placed to act as an early indicator of negative outcome risk given that early absences are often indicative of an undesirable future trajectory.",2025-05-09T08:33:22.408210,2025-05-09T19:46:48.054141,2025-05-09T19:46:22.504321,,,edarxiv,1,accepted,1,1,https://doi.org/10.35542/osf.io/ajzp8_v1,CC-By Attribution 4.0 International,NEET; absenteeism; education; school absence,"[""NEET"", ""absenteeism"", ""education"", ""school absence""]",Matthew Warburton; Emily Connell; Megan L Wood; Sam Denny; Mark Mon-Williams; Daniel Birks,"[{""id"": ""rjcbg"", ""name"": ""Matthew Warburton"", ""index"": 0, ""orcid"": ""0000-0001-5309-4424"", ""bibliographic"": true}, {""id"": ""gzqey"", ""name"": ""Emily Connell"", ""index"": 1, ""orcid"": null, ""bibliographic"": true}, {""id"": ""zkx6e"", ""name"": ""Megan L Wood"", ""index"": 2, ""orcid"": null, ""bibliographic"": true}, {""id"": ""uycpv"", ""name"": ""Sam Denny"", ""index"": 3, ""orcid"": null, ""bibliographic"": true}, {""id"": ""3qe2d"", ""name"": ""Mark Mon-Williams"", ""index"": 4, ""orcid"": null, ""bibliographic"": true}, {""id"": ""wgks7"", ""name"": ""Daniel Birks"", ""index"": 5, ""orcid"": ""0000-0003-3055-7398"", ""bibliographic"": true}]",Matthew Warburton,Education,"[{""id"": ""5d0b8ccabe1a2300167c87f3"", ""text"": ""Education""}]",https://osf.io/download/681dbddd8651ca9dbf0a7c9b,0,,no,no,[],,2025-05-10T00:11:34.193879
ac6mx_v1,Bridging Worlds Exploring the Synergy Between OpenSim and Unity for Enhanced EdTech Environments,"This project explores the creation of Python Coding XR Learning Environments using two prominent platforms: OpenSimulator (OpenSim) and Unity. The primary objective is to compare the ease of use and the trade-offs in integrating features such as learning management systems, analytics tools, AI technologies, and data extraction methods. Deliverables include a publishable review paper summarizing our findings, open-source reference implementations for both platforms, and two functional Python Coding XR Learning Environments.

Our findings reveal that while OpenSimulator offers an out-of-the-box solution with community-developed plugins, its smaller developer community and technical limitations pose significant challenges for long-term use. In contrast, despite requiring more upfront development effort, Unity provides a robust, flexible platform with extensive community support, a wealth of resources, and the ability to seamlessly integrate custom code into all aspects of the environment. Unity’s adaptability and developer-friendly ecosystem make it a more versatile choice for creating advanced and maintainable XR learning environments.",2025-04-08T18:17:27.762603,2025-04-08T22:51:42.104790,2025-04-08T22:48:43.163562,,,edarxiv,1,accepted,1,1,https://doi.org/10.35542/osf.io/ac6mx_v1,CC-By Attribution-ShareAlike 4.0 International,Immersive Learning Environment; Open Simulator; Unity Realtime Engine; Virtual Reality,"[""Immersive Learning Environment"", ""Open Simulator"", ""Unity Realtime Engine"", ""Virtual Reality""]",David King; Carl White; Melvin Bayne; Shaun Phillips; Ryson Vessels,"[{""id"": ""jtfvc"", ""name"": ""David King"", ""index"": 0, ""orcid"": ""0009-0006-3901-6132"", ""bibliographic"": true}, {""id"": ""8azn6"", ""name"": ""Carl White"", ""index"": 1, ""orcid"": null, ""bibliographic"": true}, {""id"": ""cktew"", ""name"": ""Melvin Bayne"", ""index"": 2, ""orcid"": null, ""bibliographic"": true}, {""id"": ""7zgm2"", ""name"": ""Shaun Phillips"", ""index"": 3, ""orcid"": null, ""bibliographic"": true}, {""id"": ""8xz6s"", ""name"": ""Ryson Vessels"", ""index"": 4, ""orcid"": null, ""bibliographic"": true}]",David King,Education; Vocational Education; Other Education; Instructional Media Design,"[{""id"": ""5d0b8ccabe1a2300167c87f3"", ""text"": ""Education""}, {""id"": ""5d0b8ccbbe1a2300167c87fc"", ""text"": ""Vocational Education""}, {""id"": ""5d0b8cccbe1a2300167c880a"", ""text"": ""Other Education""}, {""id"": ""5d0b8cccbe1a2300167c8816"", ""text"": ""Instructional Media Design""}]",https://osf.io/download/67f583f463bd6906628b81f0,0,,not_applicable,not_applicable,[],,2025-04-09T21:06:16.767045
uqhe2_v1,AI-Enhanced Socratic Method in Computer Science Education: An Implementation Study of Traditional and AI-Guided Learning Approaches,"This study examines the implementation of an AI-Enhanced Socratic teaching method in AP Computer Science Principles education. Through a controlled comparison with 162 high school students across six class periods, this research documents the application of artificial intelligence as a guided inquiry tool combined with mock test benchmarks. Analysis of midterm and final assessment data reveals that the AI-Enhanced method effectively maintained student performance levels compared to traditional instruction when controlling for baseline differences. The method's key innovation lies in its structured implementation framework that enables guided exploration while preventing concept drift through built-in conceptual anchoring mechanisms.
Beyond measurable outcomes, this approach also frees teachers from redundant questioning. This extra time allows educators to build stronger rapport with their students—a benefit that often transcends content mastery. After all, students may not remember every detail of what was taught, but they will never forget that they were made to feel that they mattered. This research contributes evidence for effective AI integration in computer science education and provides a replicable framework for educators seeking to incorporate AI tools within existing curricula.",2025-04-08T14:25:41.781555,2025-04-08T22:52:21.031325,2025-04-08T22:49:35.068065,,,edarxiv,1,accepted,1,1,https://doi.org/10.35542/osf.io/uqhe2_v1,CC-By Attribution 4.0 International,AI; AI Integration; AI-Enhanced Learning; AP Computer Science Principles; Artificial Intelligence in Education; Boundary Control Mechanisms; Computer Science Education; Conceptual Anchoring; Depth of Knowledge (DOK); Differentiated Learning; Educational Innovation; Educational Technology; Guided Inquiry; Implementation Framework; Mock Test Anchoring; Pedagogical Framework; STEM Education; Socratic Method; Structured Exploration; Teaching Methodology,"[""AI"", ""AI Integration"", ""AI-Enhanced Learning"", ""AP Computer Science Principles"", ""Artificial Intelligence in Education"", ""Boundary Control Mechanisms"", ""Computer Science Education"", ""Conceptual Anchoring"", ""Depth of Knowledge (DOK)"", ""Differentiated Learning"", ""Educational Innovation"", ""Educational Technology"", ""Guided Inquiry"", ""Implementation Framework"", ""Mock Test Anchoring"", ""Pedagogical Framework"", ""STEM Education"", ""Socratic Method"", ""Structured Exploration"", ""Teaching Methodology""]",Kinny Cornelison,"[{""id"": ""ptx2z"", ""name"": ""Kinny Cornelison"", ""index"": 0, ""orcid"": null, ""bibliographic"": true}]",Kinny Cornelison,Education; Science and Mathematics Education; Online and Distance Education; Educational Methods; Curriculum and Instruction,"[{""id"": ""5d0b8ccabe1a2300167c87f3"", ""text"": ""Education""}, {""id"": ""5d0b8ccabe1a2300167c87f4"", ""text"": ""Science and Mathematics Education""}, {""id"": ""5d0b8ccbbe1a2300167c87fe"", ""text"": ""Online and Distance Education""}, {""id"": ""5d0b8ccbbe1a2300167c8800"", ""text"": ""Educational Methods""}, {""id"": ""5d0b8cccbe1a2300167c880b"", ""text"": ""Curriculum and Instruction""}]",https://osf.io/download/67f531f6c6e0423db58b8146,0,,no,not_applicable,[],,2025-04-09T21:06:23.605847
mx83s_v2,Investigating Knowledge Graphs as Structured External Memory to Enhance Large Language Models’ Generation for Mathematical Concept Answering,"Interactive question-answering (QA) with a tutor is an effective learning method for middle school math students. The flexibility and emergent capabilities of generative large language models (LLMs) have sparked significant interest in automating this process to deepen conceptual understanding of mathematical learning. However, the issue of LLM hallucination has been well-documented in the research community. LLMs' responses to math problems can be inaccurate or misaligned with educational contexts, such as school curricula. A potential mitigating solution is retrieval-augmented generation (RAG), which involves integrating external knowledge sources into LLM prompts to enhance response quality. Although traditional RAG with vector embeddings has shown promise in improving generation quality, there are limitations regarding its information retrieval scalability, granularity, and explainability. One potential method to further improve traditional RAG is using a knowledge graph (KG). In this paper, we design a method to construct a KG with LLM, retrieve contextual prompts from high-quality math teaching resources via the KG, and then enhance the prompts to generate answers to real student questions about mathematical concepts. To evaluate the effect of retrieved information in RAG, we designed three levels of guidance prompts corresponding to three degrees of groundedness: high, low, and none. We evaluate from two perspectives: the semantic similarity between the retrieved information context and the generated text context, and conduct an experimental study to investigate the impact of our KG-enhanced QA system on student learning gains. The study found that compared to baseline methods, the KG-based RAG approach can enhance the groundedness and faithfulness of both the retrieved documents and the generated context. Additionally, low guidance can improve student learning gains. Our technical framework and analysis results contribute to advancing the application of LLMs in educational technology.",2025-04-07T22:10:22.225800,2025-04-08T02:31:53.650601,2025-04-07T22:35:35.946684,,,edarxiv,1,accepted,2,1,https://doi.org/10.35542/osf.io/mx83s_v2,Academic Free License (AFL) 3.0,,[],Chenglu Li; Wanli Xing; Hai Li; Wangda Zhu; Bailing Lyu; Zeyu Yan,"[{""id"": ""ap9tz"", ""name"": ""Chenglu Li"", ""index"": 0, ""orcid"": ""0000-0002-1782-0457"", ""bibliographic"": true}, {""id"": ""q53zs"", ""name"": ""Wanli Xing"", ""index"": 1, ""orcid"": null, ""bibliographic"": true}, {""id"": ""vauqm"", ""name"": ""Hai Li"", ""index"": 2, ""orcid"": ""0009-0004-7299-2042"", ""bibliographic"": true}, {""id"": ""ptkwe"", ""name"": ""Wangda Zhu"", ""index"": 3, ""orcid"": null, ""bibliographic"": true}, {""id"": ""x2adw"", ""name"": ""Bailing Lyu"", ""index"": 4, ""orcid"": null, ""bibliographic"": true}, {""id"": ""gtbh6"", ""name"": ""Zeyu Yan"", ""index"": 5, ""orcid"": null, ""bibliographic"": true}]",Chenglu Li,Education,"[{""id"": ""5d0b8ccabe1a2300167c87f3"", ""text"": ""Education""}]",https://osf.io/download/67f44d589fa7994215b2561b,0,,no,not_applicable,[],,2025-04-09T21:06:17.243911
uvft5_v1,Tools or Crutches? Budgeting human and machine autonomy when introducing GenAI in education,"Scholars have defined education as an endeavour to foster autonomy — empowering individuals to think and act independently. This positioning of autonomy at the centre of the learning process comes from several educational approaches, from cognitive to philosophical and political. The pivotal role of autonomy has also been emphasised and extensively studied in psychological approaches to learning and education, becoming an integral value in frameworks such as Self-Determination Theory. The prominent introduction of generative AI (GenAI), however, creates an urgency to (re)assess the role of autonomy in the educational process. While GenAI promises to enhance learning efficiency and accessibility, here we ask: do these tools align or conflict with the overarching goal of cultivating autonomous subjects? In this paper, we lay down a theoretical framework aimed at first, answering that question and second, informing the design of safe educational environments and practices. Our proposal is based on two key assumptions: (i) human educational processes should be understood through a distributed, socio-technical approach in which technologies are active participants; (ii) autonomy in education must be understood from a multidisciplinary perspective in which cognitive, epistemic, and political autonomies of humans interact with the different levels of machine autonomy. These assumptions inform our main contribution: the `autonomy budget', which enables teachers, curriculum designers, and institutional decision-makers to analyze the autonomy trade-offs arising from integrating GenAI in education. We conceptualize the autonomy budget as a zero-sum game of resource allocation, providing a theoretical lens to examine the educational impacts of GenAI adoption and to outline key policy elements for its use in specific pedagogical contexts.",2025-04-07T08:55:59.821088,2025-04-07T13:29:15.646308,2025-04-07T13:09:55.493994,2025-04-06T22:00:00,,edarxiv,1,accepted,1,1,https://doi.org/10.35542/osf.io/uvft5_v1,CC-By Attribution 4.0 International,Autonomy; Autonomy Budget; Education; GenAI; Self-Determination Theory,"[""Autonomy"", ""Autonomy Budget"", ""Education"", ""GenAI"", ""Self-Determination Theory""]",Francesco Balzan; Lorenzo Angeli; Ralph Meulenbroeks; Federica Russo,"[{""id"": ""3wnyx"", ""name"": ""Francesco Balzan"", ""index"": 0, ""orcid"": ""0000-0001-5962-4254"", ""bibliographic"": true}, {""id"": ""4vftr"", ""name"": ""Lorenzo Angeli"", ""index"": 1, ""orcid"": null, ""bibliographic"": true}, {""id"": ""ms8hu"", ""name"": ""Ralph Meulenbroeks"", ""index"": 2, ""orcid"": null, ""bibliographic"": true}, {""id"": ""zs6yp"", ""name"": ""Federica Russo"", ""index"": 3, ""orcid"": null, ""bibliographic"": true}]",Francesco Balzan,"Education; Educational Psychology; Educational Assessment, Evaluation, and Research","[{""id"": ""5d0b8ccabe1a2300167c87f3"", ""text"": ""Education""}, {""id"": ""5d0b8ccabe1a2300167c87f5"", ""text"": ""Educational Psychology""}, {""id"": ""5d0b8cccbe1a2300167c8817"", ""text"": ""Educational Assessment, Evaluation, and Research""}]",https://osf.io/download/67f3932fde4267db57829f2d,0,,not_applicable,not_applicable,[],,2025-04-09T21:06:14.993043
mf9ec_v1,Is all that glitters gold? Meta-analytical Systematic Review of the Effect of the Montessori,"In this pre-registered review, we analyzed 198 studies to assess the effectiveness of the Montes-sori method in educational contexts. Our findings indicated a generally positive effect of the Montessori method, particularly in Pretest-Posttest and Posttest designs. However, the analyses revealed considerable publication bias and methodological shortcomings across the reviewed studies. Issues such as limited transparency, inadequate adherence to Montessori principles, and inconsistent reporting of intervention fidelity undermined the robustness of the findings. Moder-ation analyses revealed that sample type and intervention agent influenced effect variability. Our evaluation of methodological quality highlighted critical deficiencies in experimental con-trol and replicability. Our approach provided a more reliable evaluation of the Montessori method’s impact while setting a high standard for future research. The results underscored the need for improved methodological rigor and transparency in educational research to ensure more accurate and generalizable conclusions",2025-04-06T18:56:59.315114,2025-04-07T13:28:22.598090,2025-04-07T13:09:24.751781,,,edarxiv,1,accepted,1,1,https://doi.org/10.35542/osf.io/mf9ec_v1,CC-By Attribution 4.0 International,Montessori; interventions; learning; meta-analysis,"[""Montessori"", ""interventions"", ""learning"", ""meta-analysis""]",Samuel Parra León; Anastasiya Lipnevich; María García Garrido,"[{""id"": ""er52k"", ""name"": ""Samuel Parra Le\u00f3n"", ""index"": 0, ""orcid"": ""0000-0002-6980-2680"", ""bibliographic"": true}, {""id"": ""vjh6b"", ""name"": ""Anastasiya Lipnevich"", ""index"": 1, ""orcid"": ""0000-0003-0190-8689"", ""bibliographic"": true}, {""id"": ""93z5d"", ""name"": ""Mar\u00eda Garc\u00eda Garrido"", ""index"": 2, ""orcid"": null, ""bibliographic"": true}]",Samuel Parra León,Education,"[{""id"": ""5d0b8ccabe1a2300167c87f3"", ""text"": ""Education""}]",https://osf.io/download/67f2ce9a451092f1388b80c5,0,,available,available,"[""https://osf.io/j9v87/""]",prereg_both,2025-04-09T21:06:13.595668
y73cj_v2,The Forgotten Dimension: Personal Support Predicts Shifts in Math Motivation Profiles,"We explored how personal support and relational climate shape adolescent students'
motivation toward mathematics. Using weighted Principal Component Analysis and
KMeans clustering (N = 183), we identified four stable profiles: Discouraged Learners,
Math-Engaged Achievers, Positive-but-Detached, and Struggling-with-Gaps. Weighting
relational factors (personal support, atmosphere) reduced the size of the discouraged
group and enlarged engaged clusters. This study introduces a PCA anchoring method
using geometrical intuition and visual metaphors (""fish anatomy""), showing how emo-
tional tone in the classroom influences long-term academic aspiration. Code, plots, and
transition matrices are provided to support reproducibility and interpretation.",2025-04-05T21:11:35.909377,2025-04-06T01:23:41.468615,2025-04-06T01:16:57.544441,,,edarxiv,1,accepted,2,1,https://doi.org/10.35542/osf.io/y73cj_v2,CC-By Attribution 4.0 International,PCA; adolescents; clustering; educational psychology; math motivation; personal support; qualitative interpretation; relational factors,"[""PCA"", ""adolescents"", ""clustering"", ""educational psychology"", ""math motivation"", ""personal support"", ""qualitative interpretation"", ""relational factors""]",Małgorzata Nowak-Kępczyk,"[{""id"": ""zpeqs"", ""name"": ""Ma\u0142gorzata Nowak-K\u0119pczyk"", ""index"": 0, ""orcid"": ""0000-0003-0934-9682"", ""bibliographic"": true}]",Małgorzata Nowak-Kępczyk,Education; Science and Mathematics Education; Social and Philosophical Foundations of Education; Educational Methods,"[{""id"": ""5d0b8ccabe1a2300167c87f3"", ""text"": ""Education""}, {""id"": ""5d0b8ccabe1a2300167c87f4"", ""text"": ""Science and Mathematics Education""}, {""id"": ""5d0b8ccbbe1a2300167c87fd"", ""text"": ""Social and Philosophical Foundations of Education""}, {""id"": ""5d0b8ccbbe1a2300167c8800"", ""text"": ""Educational Methods""}]",https://osf.io/download/67f19d04de898ab8bccf72c5,0,,available,no,[],,2025-04-09T21:06:17.709362
pm94w_v1,Mensa International Hot Topic: Academic Acceleration,"Academic acceleration is an evidence-based intervention that allows gifted students to progress through educational content at a pace aligned with their advanced abilities, whether through grade-skipping, subject acceleration, or early entrance programs.",2025-04-02T23:53:12.440620,2025-04-04T22:07:42.465534,2025-04-04T19:38:22.678427,2025-04-02T04:00:00,,edarxiv,1,accepted,1,1,https://doi.org/10.35542/osf.io/pm94w_v1,CC-By Attribution 4.0 International,acceleration,"[""acceleration""]",Keri M. Guilbault,"[{""id"": ""8dcvr"", ""name"": ""Keri M. Guilbault"", ""index"": 0, ""orcid"": ""0000-0002-9563-633X"", ""bibliographic"": true}]",Keri M. Guilbault,Education,"[{""id"": ""5d0b8ccabe1a2300167c87f3"", ""text"": ""Education""}]",https://osf.io/download/67edd01c02131c29f8cf7408,0,,not_applicable,not_applicable,[],,2025-04-09T21:06:13.982082
pxrdf_v1,Shared Conceptual Ground in CSCL:  Evidence from a Global Survey,"The maturity of scientific communities can be measured by their degree of alignment on a common conceptual vision to guide research efforts. Recently, scholars in the CSCL community have called for increased efforts to establish shared theoretical frameworks to accelerate progress in the field of CSCL. The purpose of this study is to investigate if the CSCL community demonstrates alignment on key concepts, such as CSCL and collaborative learning. We conducted a survey with a sample of 50 CSCL scholars, prompting them to respond to open-ended questions related to key concepts in the field and future directions for the community. Findings revealed that while broad agreement exists on the importance of collaborative processes, interpretations of these key concepts diverge substantially, highlighting conceptual fragmentation. This study offers insights into the current state of a CSCL paradigm by identifying the extent of conceptual alignment among its members.",2025-04-02T08:19:19.862328,2025-04-04T23:21:40.638746,2025-04-04T20:26:14.747772,,,edarxiv,1,accepted,1,1,https://doi.org/10.35542/osf.io/pxrdf_v1,CC0 1.0 Universal,CSCL; Community-Building; Paradigm,"[""CSCL"", ""Community-Building"", ""Paradigm""]",Sebastian Simon; Sreecharan Sankaranarayanan; Conrad  Borchers; Mia Čarapina; Elham Tajik; Bahar shahrokhian; Tomislav Jagušt; Amine Hatun Ataş; Yingdong Liu; Francesco Balzan,"[{""id"": ""wq8bk"", ""name"": ""Sebastian Simon"", ""index"": 0, ""orcid"": ""0000-0003-3218-2032"", ""bibliographic"": true}, {""id"": ""v5res"", ""name"": ""Sreecharan Sankaranarayanan"", ""index"": 1, ""orcid"": ""0000-0001-9122-6870"", ""bibliographic"": true}, {""id"": ""r58en"", ""name"": ""Conrad  Borchers"", ""index"": 2, ""orcid"": ""0000-0003-3437-8979"", ""bibliographic"": true}, {""id"": ""x6mze"", ""name"": ""Mia \u010carapina"", ""index"": 3, ""orcid"": null, ""bibliographic"": true}, {""id"": ""kbt6j"", ""name"": ""Elham Tajik"", ""index"": 4, ""orcid"": null, ""bibliographic"": true}, {""id"": ""brcf4"", ""name"": ""Bahar shahrokhian"", ""index"": 5, ""orcid"": null, ""bibliographic"": true}, {""id"": ""2wym3"", ""name"": ""Tomislav Jagu\u0161t"", ""index"": 6, ""orcid"": null, ""bibliographic"": true}, {""id"": ""58kfc"", ""name"": ""Amine Hatun Ata\u015f"", ""index"": 7, ""orcid"": null, ""bibliographic"": true}, {""id"": ""eq4d9"", ""name"": ""Yingdong Liu"", ""index"": 8, ""orcid"": ""0000-0002-3984-5751"", ""bibliographic"": true}, {""id"": ""cjfws"", ""name"": ""Francesco Balzan"", ""index"": 9, ""orcid"": null, ""bibliographic"": true}]",Sebastian Simon,Education,"[{""id"": ""5d0b8ccabe1a2300167c87f3"", ""text"": ""Education""}]",https://osf.io/download/67ecf3107443ac9f4bcf6a7c,0,,available,available,"[""https://osf.io/zmfq6""]",prereg_both,2025-04-09T21:06:21.305638