L01 — Atom Browser
L01 (57)
L02 (42)
L03 (103)
L04 (36)
L05 (103)
L06 (56)
L07 (44)
L08 (40)
MP01 (61)
MP02 (32)
MP03 (65)
MP04 (48)
MP05 (68)
MP06 (45)
57 Atoms
| ID | Name | Family | Definition | File |
|---|---|---|---|---|
C9 |
Assessment coupling | CONTEXTUAL STRUCTURE | The degree to which task performance is directly coupled to assessment, evaluation, or grading mechanisms. This atom concerns the structural linkage between task activity and assessment consequences, | L01-CS-ASSESSMENTCOUP.json |
C10 |
Curriculum path dependency | CONTEXTUAL STRUCTURE | The degree to which progress in the current task or learning activity depends on prior completion of specific curricular sequences or prerequisite pathways. This atom concerns structural dependency wi | L01-CS-CURRICULUMPATH.json |
C4 |
Error cost structure | CONTEXTUAL STRUCTURE | The degree to which errors incur explicit or implicit costs within the task environment, including penalties, reversibility constraints, or downstream consequences. This atom concerns the structural c | L01-CS-ERRORCOSTSTRUC.json |
C3 |
Feedback topology | CONTEXTUAL STRUCTURE | The structural pattern by which feedback is delivered to the student, including its timing, frequency, granularity, and directional flow. This atom concerns the topology of feedback pathways, not feed | L01-CS-FEEDBACKTOPOLO.json |
C7 |
Noise-to-signal ratio | CONTEXTUAL STRUCTURE | The degree to which irrelevant, extraneous, or misleading information is present relative to task-relevant signals within the learning environment. This atom concerns structural signal quality of the | L01-CS-NOISETOSIGNALR.json |
C6 |
Representational alignment of task | CONTEXTUAL STRUCTURE | The degree to which the representations used by the task environment align with the conceptual and procedural representations required for successful performance. This atom concerns structural represe | L01-CS-REPRESENTATION.json |
C8 |
Scaffolding contingency | CONTEXTUAL STRUCTURE | The degree to which task support or scaffolding is conditionally provided in response to student actions or task states rather than being fixed or uniformly applied. This atom concerns the structural | L01-CS-SCAFFOLDINGCON.json |
C1 |
Task constraint tightness | CONTEXTUAL STRUCTURE | The degree to which task conditions strictly constrain the student’s possible actions, representations, or solution paths. This atom concerns situational constraint density and rigidity, not task diff | L01-CS-TASKCONSTRAINT.json |
E2 |
Error attribution accuracy | ERROR & FEEDBACK | The degree to which a student correctly identifies the source or cause of an error (e.g., conceptual misunderstanding, procedural misstep, misinterpretation of task demands). This atom concerns causal | L01-EF-ERRORATTRIBUTI.json |
E8 |
Feedback interpretability | ERROR & FEEDBACK | The degree to which a student can meaningfully interpret, decode, and use feedback information to inform subsequent actions or reasoning. This atom concerns interpretability of feedback, not feedback | L01-EF-FEEDBACKINTERP.json |
E6 |
Hypothesis revision readiness | ERROR & FEEDBACK | The degree to which a student is prepared to revise, replace, or restructure an existing hypothesis or belief in response to disconfirming evidence. This atom concerns readiness to revise, not correct | L01-EF-HYPOTHESISREVI.json |
E1 |
Prediction error magnitude | ERROR & FEEDBACK | The degree of mismatch between the student’s expected outcome and the actual outcome of an action, feedback event, or observation. This atom concerns informational surprise, not error frequency, affec | L01-EF-PREDICTIONERRO.json |
E3 |
Surprise tolerance | ERROR & FEEDBACK | The degree to which a student can remain cognitively and affectively regulated when confronted with unexpected outcomes, violations of expectation, or surprising information. This atom concerns tolera | L01-EF-SURPRISETOLERA.json |
A9 |
Belonging signal strength | MOTIVATIONAL–AFFECTIVE INTERFACE | The degree to which the student perceives cues within the learning environment that signal social inclusion, acceptance, or legitimacy of participation. This atom concerns situational belonging signal | L01-MAI-BELONGINGSIGNA.json |
A6 |
Curiosity intensity | MOTIVATIONAL–AFFECTIVE INTERFACE | The degree to which the student exhibits active information-seeking and exploratory engagement when encountering novelty, uncertainty, or knowledge gaps in a task context. This atom concerns situation | L01-MAI-CURIOSITYINTEN.json |
A2 |
Expectancy of success | MOTIVATIONAL–AFFECTIVE INTERFACE | The degree to which the student currently expects that their effort and actions will lead to successful task completion or acceptable performance. This atom concerns momentary expectancy judgments, no | L01-MAI-EXPECTANCYOFSU.json |
A5 |
Frustration tolerance | MOTIVATIONAL–AFFECTIVE INTERFACE | The degree to which the student sustains constructive engagement when progress is impeded by errors, delays, or obstacles, without escalating into disengagement or maladaptive control. This atom conce | L01-MAI-FRUSTRATIONTOL.json |
A7 |
Interest stability | MOTIVATIONAL–AFFECTIVE INTERFACE | The degree to which the student’s interest in a task or domain remains stable across time and varying task conditions, supporting sustained engagement without rapid fluctuation. This atom concerns sit | L01-MAI-INTERESTSTABIL.json |
A1 |
Self-efficacy calibration | MOTIVATIONAL–AFFECTIVE INTERFACE | The degree to which the student’s perceived capability to succeed at a specific task is accurately calibrated to the actual demands of that task and available supports. This atom concerns situational | L01-MAI-SELFEFFICACYCA.json |
A3 |
Stress reactivity | MOTIVATIONAL–AFFECTIVE INTERFACE | The degree to which the student exhibits rapid, situational changes in engagement, control, or strategy in response to perceived stressors within a task context. This atom concerns short-term stress r | L01-MAI-STRESSREACTIVI.json |
A8 |
Threat perception | MOTIVATIONAL–AFFECTIVE INTERFACE | The degree to which the student interprets task conditions, feedback, or evaluative cues as threatening to self-concept, status, or outcomes, influencing avoidance-oriented control and engagement. Thi | L01-MAI-THREATPERCEPTI.json |
A4 |
Threat sensitivity | MOTIVATIONAL–AFFECTIVE INTERFACE | The degree to which the student interprets task conditions, feedback, or evaluation as threatening to self-concept, status, or outcomes, leading to avoidance-oriented control responses. This atom conc | L01-MAI-THREATSENSITIV.json |
A10 |
Value internalisation | MOTIVATIONAL–AFFECTIVE INTERFACE | The degree to which the student has internalised the value or purpose of a task such that engagement is regulated by personally endorsed reasons rather than external enforcement or incentives. This at | L01-MAI-VALUEINTERNALI.json |
M9 |
Control adjustment latency | METACOGNITIVE & CONTROL | The temporal delay between detection of a need for change (e.g., error detection, goal mismatch, inefficiency) and the student’s adjustment of control parameters such as strategy, effort allocation, p | L01-MC-CONTROLADJUSTM.json |
M1 |
Goal clarity | METACOGNITIVE & CONTROL | The degree to which the student has a clear, articulated, and operational understanding of the immediate task goal or objective. This atom concerns goal representation clarity, not motivation, commitm | L01-MC-GOALCLARITY.json |
M2 |
Goal hierarchy stability | METACOGNITIVE & CONTROL | The degree to which a student maintains a stable and coherent hierarchy among multiple goals (e.g., subgoals, intermediate objectives, overarching aims) during task engagement. This atom concerns goal | L01-MC-GOALHIERARCHYS.json |
M8 |
Help-seeking calibration | METACOGNITIVE & CONTROL | The degree to which a student seeks external assistance at points that are appropriately calibrated to task difficulty, uncertainty, and available internal resources. This atom concerns timing and cal | L01-MC-HELPSEEKINGCAL.json |
M5 |
Monitoring resolution | METACOGNITIVE & CONTROL | The degree to which a student can accurately and finely monitor their own cognitive processes, progress, and errors during task engagement. This atom concerns the resolution and sensitivity of self-mo | L01-MC-MONITORINGRESO.json |
M7 |
Persistence threshold | METACOGNITIVE & CONTROL | The degree to which a student continues to engage with a task or problem in the face of difficulty before disengaging, switching strategies, or seeking external support. This atom concerns tolerance f | L01-MC-PERSISTENCETHR.json |
M6 |
Planning horizon | METACOGNITIVE & CONTROL | The temporal and structural extent to which a student plans ahead when selecting actions, considering future steps, consequences, or subgoals. This atom concerns how far ahead planning extends, not th | L01-MC-PLANNINGHORIZO.json |
M4 |
Strategy selection accuracy | METACOGNITIVE & CONTROL | The degree to which a student selects strategies that are appropriate for the task demands, constraints, and goals at hand. This atom concerns the appropriateness of strategy choice, not execution qua | L01-MC-STRATEGYSELECT.json |
MML01 |
Student Preference Data Collection | MML | Evaluates whether the system possesses a record of the student's stated (explicit) or demonstrated (implicit) preference for specific instructional modalities, creating the data basis for agency-orien | L01-MML-LEARNERPREFERE.json |
P2 |
Attentional focus stability | PROCESSING & CAPACITY | The degree to which a student can sustain attention on task-relevant information over time without excessive drift, fragmentation, or intrusion by irrelevant stimuli. This atom concerns stability of f | L01-PRC-ATTENTIONALFOC.json |
P9 |
Automaticity degree | PROCESSING & CAPACITY | The degree to which task-relevant operations are executed with minimal conscious control, deliberation, or working memory involvement. This atom concerns procedural automaticity, not speed, correctnes | L01-PRC-AUTOMATICITYDE.json |
P8 |
Cognitive fatigue level | PROCESSING & CAPACITY | The degree to which sustained cognitive effort has temporarily reduced the student’s available mental resources, leading to diminished efficiency, stability, or regulation. This atom concerns short-te | L01-PRC-COGNITIVEFATIG.json |
P4 |
Cognitive flexibility | PROCESSING & CAPACITY | The degree to which a student can shift perspectives, strategies, or representations in response to changing task demands or feedback. This atom concerns adaptive switching, not creativity, intelligen | L01-PRC-COGNITIVEFLEXI.json |
P5 |
Interference susceptibility | PROCESSING & CAPACITY | The degree to which a student’s processing is disrupted by competing information, similar representations, or recently activated but irrelevant knowledge. This atom concerns vulnerability to cognitive | L01-PRC-INTERFERENCESU.json |
P3 |
Processing speed | PROCESSING & CAPACITY | The rate at which a student can perceive, interpret, and mentally transform task-relevant information under typical conditions. This atom concerns cognitive throughput, not efficiency, accuracy, or wo | L01-PRC-PROCESSINGSPEE.json |
P1 |
Working memory availability | PROCESSING & CAPACITY | The amount of cognitive capacity currently available for holding, manipulating, and integrating information during task execution. This atom concerns moment-to-moment availability, not trait-level cap | L01-PRC-WORKINGMEMORY.json |
R6 |
Abstraction level | REPRESENTATIONAL STRUCTURE | The degree to which a student represents knowledge at an abstract, principle-based level versus a concrete, instance-bound level. This atom concerns representational generality, not correctness, speed | L01-REP-ABSTRACTIONLEV.json |
R1 |
Concept granularity | REPRESENTATIONAL STRUCTURE | The degree to which a student represents a domain using fine-grained, differentiated concepts rather than coarse or undifferentiated categories. This atom concerns representational resolution, not cor | L01-REP-CONCEPTGRANULA.json |
R10 |
Episodic trace density | REPRESENTATIONAL STRUCTURE | The degree to which a student’s knowledge of a domain is supported by rich, retrievable episodic memories of specific learning events, examples, or experiences. This atom concerns experiential groundi | L01-REP-EPISODICTRACED.json |
R4 |
Misconception stability | REPRESENTATIONAL STRUCTURE | The degree to which an incorrect or partially incorrect representation persists despite corrective feedback, alternative explanations, or repeated opportunities for revision. This atom concerns resist | L01-REP-MISCONCEPTIONS.json |
R9 |
Procedural representation strength | REPRESENTATIONAL STRUCTURE | The degree to which a student possesses stable, internalised procedural representations that guide the execution of multi-step actions without requiring explicit conceptual reasoning at each step. Thi | L01-REP-PROCEDURALREPR.json |
R3 |
Representational coherence | REPRESENTATIONAL STRUCTURE | The degree to which a student’s internal representations are internally consistent, non-contradictory, and mutually supportive across explanations, applications, and contexts. This atom concerns struc | L01-REP-REPRESENTATION.json |
R7 |
Schema connectivity | REPRESENTATIONAL STRUCTURE | The degree to which a student’s representations are interconnected into coherent networks (schemas), allowing concepts to activate, constrain, and support one another. This atom concerns structural co | L01-REP-SCHEMACONNECTI.json |
R8 |
Symbol–referent mapping accuracy | REPRESENTATIONAL STRUCTURE | The degree to which the student correctly and consistently maps symbols (words, notation, diagrams, labels) to their intended referents (concepts, entities, processes). This atom concerns representati | L01-REP-SYMBOLREFERENT.json |
T8 |
Automatization slope | TEMPORAL LEARNING DYNAMICS | The rate at which task execution becomes faster, more fluent, and less cognitively demanding with repeated practice over time. This atom concerns the situational slope of automatization, not absolute | L01-TLD-AUTOMATIZATION.json |
T1 |
Consolidation efficiency | TEMPORAL LEARNING DYNAMICS | The degree to which newly acquired information or skills are stabilised and integrated into longer-term memory representations following learning episodes. This atom concerns situational efficiency of | L01-TLD-CONSOLIDATIONE.json |
T2 |
Forgetting rate | TEMPORAL LEARNING DYNAMICS | The degree to which learned information or skills decay over time in the absence of reinforcement or retrieval. This atom concerns situational rate of forgetting following learning, not general memory | L01-TLD-FORGETTINGRATE.json |
T9 |
Inter-session decay | TEMPORAL LEARNING DYNAMICS | The degree to which learning representations weaken specifically across boundaries between discrete learning sessions. This atom concerns decay attributable to session separation, not general forgetti | L01-TLD-INTERSESSIONDE.json |
T5 |
Practice saturation point | TEMPORAL LEARNING DYNAMICS | The degree to which additional practice yields diminishing or no incremental learning benefit within a given task context. This atom concerns situational saturation of practice effects, not student mo | L01-TLD-PRACTICESATURA.json |
T7 |
Retrieval strength | TEMPORAL LEARNING DYNAMICS | The degree to which learned information or skills can be successfully accessed and expressed when required, independent of initial acquisition conditions. This atom concerns situational accessibility | L01-TLD-RETRIEVALSTREN.json |
T4 |
Sleep-dependent integration | TEMPORAL LEARNING DYNAMICS | The degree to which learning representations show evidence of integration or restructuring following sleep-associated temporal intervals. This atom concerns observable post-sleep learning effects, not | L01-TLD-SLEEPDEPENDENT.json |
T3 |
Spacing sensitivity | TEMPORAL LEARNING DYNAMICS | The degree to which the student’s retention and performance are influenced by the temporal spacing between learning or practice events. This atom concerns situational sensitivity to spacing effects, n | L01-TLD-SPACINGSENSITI.json |
T10 |
Temporal coherence of practice | TEMPORAL LEARNING DYNAMICS | The degree to which learning and practice events are temporally organised in a coherent, mutually reinforcing manner that supports stable learning progression. This atom concerns the observed temporal | L01-TLD-TEMPORALCOHERE.json |
T6 |
Transfer latency | TEMPORAL LEARNING DYNAMICS | The degree of temporal delay between initial exposure to a learning context and the student’s ability to apply acquired knowledge or skills in a novel or transferred context. This atom concerns situat | L01-TLD-TRANSFERLATENC.json |