L03 — Atom Browser
L01 (59)
L02 (49)
L03 (135)
L04 (36)
L05 (109)
L06 (63)
L07 (44)
L08 (46)
MP01 (61)
MP02 (19)
MP03 (57)
MP04 (39)
MP05 (59)
MP06 (45)
135 Atoms
| ID | Name | Family | Definition | File |
|---|---|---|---|---|
CH12 |
Age-grade mismatch | CHRONOSYSTEM | Age-grade mismatch is the difference between the learner's actual grade and the grade expected for their chronological age. Over-age enrolment predicts disengagement and dropout independently of abili | L03-CHR-AGEGRADEGAP.json |
CH09 |
Chronological age | CHRONOSYSTEM | Chronological age is the learner's age in whole years, used as the reference point for developmental expectation, age-appropriate content and age-norm comparison. It is a position, not a capability, a | L03-CHR-CHRONOLOGICAL.json |
CH15 |
Cohort disruption exposure | CHRONOSYSTEM | Cohort disruption exposure captures period effects -- pandemic closure, conflict, systemic strike or infrastructure failure -- that interrupted an entire cohort's education. It is a population-level p | L03-CHR-COHORTDISRUP.json |
CHI06 |
Credential horizon shift | CHRONOSYSTEM | Credential horizon shift refers to temporal changes in how distant, uncertain, or valuable the expected credential outcome appears to the student, such that shifts in the perceived payoff timeline wea | L03-CHR-CREDENTIALHORI.json |
CH05 |
Device obsolescence trajectory | CHRONOSYSTEM | Device obsolescence trajectory is the pattern of the student's device aging relative to learning platform requirements, including OS update support, app compatibility, and performance degradation over | L03-CHR-DEVICEOBSOLE.json |
CH10 |
Developmental stage | CHRONOSYSTEM | Developmental stage is the learner's position in cognitive and socio-emotional development, which may lead or lag chronological age. It informs expectation setting and never gates access. | L03-CHR-DEVSTAGE.json |
CHI03 |
Disruption accumulation | CHRONOSYSTEM | Disruption accumulation refers to the compounding effect of repeated interruptions, shocks, or destabilizing events across time, such that their cumulative impact exceeds the student’s capacity to rec | L03-CHR-DISRUPTIONACCU.json |
CH13 |
Education interruption history | CHRONOSYSTEM | Education interruption history is the cumulative time the learner has spent outside formal education and how recently, which shapes both curriculum gaps and re-entry readiness. CHI05 measures re-entry | L03-CHR-EDUINTERRUPT.json |
CH11 |
Grade or year level | CHRONOSYSTEM | Grade level is the formal year or grade the learner is enrolled in, which locates them in the curriculum sequence independently of age or attainment. | L03-CHR-GRADELEVEL.json |
CH07 |
Infrastructure improvement trends | CHRONOSYSTEM | Infrastructure improvement trends are the observed patterns of connectivity improvement (or decline) in the student's specific location over time, based on their own experience rather than regional st | L03-CHR-INFRAIMPROVE.json |
CH14 |
Life transition events | CHRONOSYSTEM | Life transition events are discrete changes in the learner's life circumstances -- migration, bereavement, family dissolution, change of school or caregiver -- which reshape the ecology around them. C | L03-CHR-LIFETRANSITI.json |
CHI04 |
Participation decay | CHRONOSYSTEM | Participation decay refers to a progressive reduction in frequency, intensity, or continuity of student participation over time, arising from accumulated cognitive, emotional, logistical, or contextua | L03-CHR-PARTICIPATIOND.json |
CH06 |
Platform update compatibility | CHRONOSYSTEM | Platform update compatibility is the likelihood that the student's device will continue to support learning platform updates, preventing forced exclusion when the platform upgrades. | L03-CHR-PLATFORMUPDA.json |
CHI02 |
Recovery window timing | CHRONOSYSTEM | Recovery window timing refers to the temporal spacing, duration, and accessibility of opportunities for students to recover participation capacity after disruption, overload, or failure, such that ins | L03-CHR-RECOVERYWINDOW.json |
CHI05 |
Re-entry friction over time | CHRONOSYSTEM | Re-entry friction over time refers to the progressive increase in cognitive, procedural, social, or technical barriers that students face when attempting to resume participation after periods of absen | L03-CHR-REENTRYFRICTIO.json |
CH08 |
Seasonal connectivity patterns | CHRONOSYSTEM | Seasonal connectivity patterns are the predictable, recurring variations in internet connectivity quality based on weather, seasons, holidays, or other cyclical factors that affect when optimal learni | L03-CHR-SEASONALCONN.json |
CHI07 |
Technology churn exposure | CHRONOSYSTEM | Technology churn exposure refers to the degree to which students are repeatedly required to adapt to changing devices, platforms, interfaces, software versions, or digital practices over time, such th | L03-CHR-TECHNOLOGYCHUR.json |
CHI01 |
Transition load | CHRONOSYSTEM | Transition load refers to the aggregate participation cost imposed on the student when shifting between learning contexts, modalities, schedules, roles, or institutional arrangements, such that freque | L03-CHR-TRANSITIONLOAD.json |
EPS17 |
Administrative accessibility | EXOSYSTEM | Administrative accessibility is the extent to which institutional administrative structures, processes, and personnel are reachable, responsive, and procedurally navigable such that students can addre | L03-EXO-ADMINISTRATIVE.json |
EPS04 |
Assessment policy rigidity | EXOSYSTEM | Assessment policy rigidity is the extent to which assessment rules (deadlines, formats, conditions, accommodations) lack flexibility in ways that systematically prevent participation when students enc | L03-EXO-ASSESSMENTPOLI.json |
EPS16 |
Assessment recoverability | EXOSYSTEM | Assessment recoverability is the extent to which assessment designs, rules, and processes permit remediation, resubmission, deferral, or alternative demonstration of competence following disruption, e | L03-EXO-ASSESSMENTRECO.json |
EX07 |
Bandwidth tier classification | EXOSYSTEM | Bandwidth tier classification categorizes the student's internet connection speed into distinct tiers (2G, 3G, 4G, 5G, broadband) that directly map to which content formats (text, audio, video resolut | L03-EXO-BANDWIDTHTIER.json |
EPS22 |
Caregiver employment constraint propagation | EXOSYSTEM | Caregiver employment constraint propagation is the extent to which caregivers’ work schedules, job security conditions, workplace demands, or employment precarity indirectly impose participation const | L03-EXO-CAREGIVEREMPLO.json |
EPS25 |
Caregiver work schedule | EXOSYSTEM | Caregiver work schedule is the timing and predictability of caregiver working hours. CAREGIVEREMPLO records whether they are employed; this records when, which is what determines availability at learn | L03-EXO-CAREGIVERSCH.json |
EPS11 |
Connectivity sufficiency | EXOSYSTEM | Connectivity sufficiency is the extent to which the student has access to network connectivity of adequate bandwidth, stability, and availability to meet the functional demands of learning platforms, | L03-EXO-CONNECTIVITYSU.json |
EPS12 |
Data affordability | EXOSYSTEM | Data affordability is the extent to which the financial cost of internet data needed for learning activities is manageable within the student’s economic context, such that participation does not depen | L03-EXO-DATAAFFORDABIL.json |
EPS23 |
Disruption exposure | EXOSYSTEM | Disruption exposure is the extent to which exogenous events—such as environmental instability, community-level disruptions, institutional interruptions, or crisis events—periodically interfere with pa | L03-EXO-DISRUPTIONEXPO.json |
EPS09 |
Funding and cost shielding | EXOSYSTEM | Funding and cost shielding is the extent to which fees, hidden costs, or required expenditures associated with participation are absorbed, subsidised, or mitigated by institutional arrangements rather | L03-EXO-FUNDINGANDCOST.json |
EPS26 |
Health service access | EXOSYSTEM | Health service access is the practical availability of health care to the learner and household -- proximity, affordability and reachability. It acts on learning without the learner participating in t | L03-EXO-HEALTHSERVIC.json |
EPS24 |
Household income security | EXOSYSTEM | Household income security is the sufficiency and predictability of household economic resources. SOCIOECONOMICP sits in the macrosystem as a population property; this is the learner's own household po | L03-EXO-HOUSEHOLDINC.json |
EPS01 |
Institutional access eligibility | EXOSYSTEM | Institutional access eligibility is the extent to which the student meets the formal administrative requirements (enrolment status, registration validity, access rights) necessary to participate in in | L03-EXO-INSTITUTIONALA.json |
EPS15 |
Institutional flexibility | EXOSYSTEM | Institutional flexibility is the extent to which institutional policies and procedures (e.g., scheduling, deadlines, participation rules, exception handling) can be adapted in response to student circ | L03-EXO-INSTITUTIONALF.json |
EPS07 |
Institutional responsiveness | EXOSYSTEM | Institutional responsiveness is the extent to which institutional systems and personnel acknowledge, process, and act upon student requests or issues within timeframes that preserve participation cont | L03-EXO-INSTITUTIONALR.json |
EPS05 |
Institutional schedule flexibility | EXOSYSTEM | Institutional schedule flexibility is the extent to which institutional timetables, attendance requirements, and temporal rules permit adjustment or variation such that students can participate despit | L03-EXO-INSTITUTIONALS.json |
EPS19 |
Learning resource accessibility | EXOSYSTEM | Learning resource accessibility is the extent to which instructional materials, readings, media, and tools required for participation are available, reachable, and usable by the student when needed, w | L03-EXO-LEARNINGRESOUR.json |
EX10 |
Mobile network coverage | EXOSYSTEM | Mobile network coverage is the quality and consistency of cellular network signal in the locations where the student studies, affecting whether mobile data-dependent learning is viable. | L03-EXO-MOBILECOVERAG.json |
EPS13 |
Network performance reliability | EXOSYSTEM | Network performance reliability is the extent to which latency, packet loss, jitter, and short-term instability of the network connection interfere with real-time or asynchronous learning activities, | L03-EXO-NETWORKPERFORM.json |
EPS08 |
Platform governance rigidity | EXOSYSTEM | Platform governance rigidity is the extent to which platform-imposed rules (permissions, role definitions, automated enforcement, escalation constraints) limit participation by preventing timely acces | L03-EXO-PLATFORMGOVERN.json |
EPS10 |
Platform interoperability constraints | EXOSYSTEM | Platform interoperability constraints refer to the extent to which learning platforms, systems, or tools fail to integrate or exchange data in ways that require students to duplicate effort, navigate | L03-EXO-PLATFORMINTERO.json |
EPS14 |
Platform uptime reliability | EXOSYSTEM | Platform uptime reliability is the extent to which learning platforms remain available and operational during required participation windows, without outages or maintenance events that block access to | L03-EXO-PLATFORMUPTIME.json |
EX09 |
Power grid reliability | EXOSYSTEM | Power grid reliability is the consistency and predictability of electrical power availability that affects whether learning devices can be charged, how long sessions can be, and whether backup power s | L03-EXO-POWERGRIDREL.json |
EPS03 |
Resource availability | EXOSYSTEM | Resource availability is the extent to which entitled learning resources (e.g., platforms, libraries, support services) are practically accessible and functioning at the times required for participati | L03-EXO-RESOURCEAVAILA.json |
EPS02 |
Resource entitlement | EXOSYSTEM | Resource entitlement is the extent to which institutional rules, policies, or enrolment conditions formally grant the student the right to use required learning resources (e.g., platforms, materials, | L03-EXO-RESOURCEENTITL.json |
EPS21 |
Safeguarding and surveillance pressure | EXOSYSTEM | Safeguarding and surveillance pressure is the extent to which monitoring technologies, supervision practices, or compliance regimes generate perceived or actual pressure that suppresses participation, | L03-EXO-SAFEGUARDINGAN.json |
EX08 |
Server and CDN proximity | EXOSYSTEM | Server and CDN proximity is the network distance between the student and the learning platform's content delivery infrastructure, affecting load times, streaming quality, and real-time interaction via | L03-EXO-SERVERPROXIMI.json |
EPS28 |
Social support access | EXOSYSTEM | Social support access is the household's practical access to grants, feeding schemes, subsidies or equivalent provision. Entitlement without access is not access, and the distinction is recorded. | L03-EXO-SOCIALSUPPOR.json |
EPS20 |
System visibility | EXOSYSTEM | System visibility is the extent to which students can perceive, understand, and verify the status of learning systems (e.g., outages, maintenance, submission receipt, system errors), enabling informed | L03-EXO-SYSTEMVISIBILI.json |
EPS18 |
Technical support accessibility | EXOSYSTEM | Technical support accessibility is the extent to which institutional or platform-provided technical support channels are reachable, responsive, and capable of resolving technical problems that would o | L03-EXO-TECHNICALSUPPO.json |
EPS27 |
Transport access | EXOSYSTEM | Transport access is the reliability, cost and safety of the learner's journey to the learning setting. It is a first-order attendance constraint and frequently the binding one in rural contexts. | L03-EXO-TRANSPORTACC.json |
KAP08 |
Authority trust climate | MACROSYSTEM | Authority trust climate refers to the generalized sociocultural disposition toward educational and governing authorities that conditions whether participation requirements, rules, platforms, and asses | L03-MAC-AUTHORITYTRUST.json |
KAP14 |
Compulsory schooling policy | MACROSYSTEM | Compulsory schooling policy is the legal requirement and its enforcement for education at the learner's age. It sets the frame within which non-participation is either a legal matter, a supported choi | L03-MAC-COMPULSORYPO.json |
MA09 |
Content language availability | MACROSYSTEM | Content language availability is whether the actual learning content (lessons, readings, videos, assessments) is available in a language the student can understand well enough to learn effectively. | L03-MAC-CONTENTLANG.json |
KAP07 |
Credential legitimacy | MACROSYSTEM | Credential legitimacy is the extent to which certificates, qualifications, or formal recognitions associated with a learning pathway are culturally, institutionally, and economically recognized as val | L03-MAC-CREDENTIALLEGI.json |
KAP04 |
Cultural valuation of online learning | MACROSYSTEM | Cultural valuation of online learning is the extent to which online and digitally mediated learning is regarded as legitimate, worthwhile, and credible within the student’s sociocultural environment, | L03-MAC-CULTURALVALUAT.json |
MA07 |
Regional digital divide | MACROSYSTEM | Regional digital divide is the pattern of technology access, quality, and affordability in the student's geographic region that shapes baseline expectations for connectivity, device access, and digita | L03-MAC-DIGITALDIVID.json |
KAP09 |
Digital participation normativity | MACROSYSTEM | Digital participation normativity refers to the extent to which digitally mediated participation in learning is culturally established as a normal, expected, and legitimate mode of engagement, influen | L03-MAC-DIGITALPARTICI.json |
KAP15 |
Societal disability norms | MACROSYSTEM | Societal disability norms are the prevailing attitudes and stigma affecting learners with additional needs. They determine whether declaring an additional need attracts support or cost, and therefore | L03-MAC-DISABILITYNO.json |
KAP16 |
Macroeconomic conditions | MACROSYSTEM | Macroeconomic conditions are the prevailing employment and price conditions that determine the opportunity cost of remaining in education rather than earning. They act on participation through the hou | L03-MAC-ECONOMICCOND.json |
KAP13 |
Education system structure | MACROSYSTEM | Education system structure is the system-level architecture the learner is subject to -- tracking, streaming, exam-gated progression, and the number and timing of decision points. It determines which | L03-MAC-EDUSYSTEMSTR.json |
KAP06 |
Gendered participation norms | MACROSYSTEM | Gendered participation norms refer to culturally embedded expectations, roles, and prescriptions associated with gender that influence the legitimacy, visibility, safety, and acceptability of student | L03-MAC-GENDEREDPARTIC.json |
MA11 |
Infrastructure investment trends | MACROSYSTEM | Infrastructure investment trends are the patterns of public and private investment in digital infrastructure (broadband, mobile networks, power grid) in the student's region that indicate whether cond | L03-MAC-INFRATRENDS.json |
KAP12 |
Language-of-instruction policy | MACROSYSTEM | Language-of-instruction policy is the national or system-level rule determining what language learners are taught in, and at what stage transitions occur. CONTENTLANG and PLATFORMLANG are properties o | L03-MAC-INSTRUCTLANG.json |
KAP05 |
Knowledge legitimacy regime | MACROSYSTEM | Knowledge legitimacy regime is the extent to which prevailing cultural, institutional, and epistemic standards define what counts as legitimate knowledge in ways that include or exclude the student’s | L03-MAC-KNOWLEDGELEGIT.json |
MA08 |
Platform language support | MACROSYSTEM | Platform language support is the availability of the learning platform's user interface, navigation, instructions, and system messages in languages the student can understand and use effectively. | L03-MAC-PLATFORMLANG.json |
MA10 |
Data and regulatory restrictions | MACROSYSTEM | Data and regulatory restrictions are the legal and policy constraints in the student's jurisdiction that determine which learning technologies, data practices, and content types are permissible. | L03-MAC-REGULATORYDA.json |
KAP02 |
Socioeconomic positioning | MACROSYSTEM | Socioeconomic positioning is the extent to which the student’s location within broader socioeconomic structures (income stability, occupational security, housing security, and material precarity) cond | L03-MAC-SOCIOECONOMICP.json |
KAP11 |
Structural inequality baseline | MACROSYSTEM | Structural inequality baseline refers to the enduring, large-scale social, economic, geographic, and political stratifications that differentially distribute resources, opportunities, and constraints, | L03-MAC-STRUCTURALINEQ.json |
KAP10 |
Surveillance norm climate | MACROSYSTEM | Surveillance norm climate refers to the culturally embedded expectations and assumptions about the acceptability, inevitability, and legitimacy of surveillance, monitoring, and data capture within lea | L03-MAC-SURVEILLANCENO.json |
ETA05 |
Assessment–context compatibility | MESOSYSTEM | Assessment–context compatibility is the extent to which assessment formats, timing, and conditions can be realistically met within the student’s ecological context, without requiring resources, condit | L03-MES-ASSESSMENTCONT.json |
ME12 |
Authentication consistency | MESOSYSTEM | Authentication consistency is the ease with which a student can log into the learning platform across all their devices and study locations, including SSO availability, password management, and sessio | L03-MES-AUTHENTICATIO.json |
ME14 |
Caregiver-teacher relationship | MESOSYSTEM | Caregiver-teacher relationship is the working quality of the connection between the learner's home and school adults -- mutual trust, shared expectation and constructive contact. HOMESCHOOLCOMM measur | L03-MES-CAREGIVERTEA.json |
ETA06 |
Cross-context feedback continuity | MESOSYSTEM | Cross-context feedback continuity is the extent to which feedback about student performance, participation, or requirements is communicated and remains usable across home, school, and digital contexts | L03-MES-CROSSCONTEXTFE.json |
ME09 |
Cross-device continuity | MESOSYSTEM | Cross-device continuity is the ability for a student to seamlessly transition their learning activity from one device to another (e.g., phone to tablet, school computer to home laptop) without losing | L03-MES-CROSSDEVICE.json |
ETA02 |
Expectation coherence | MESOSYSTEM | Expectation coherence is the extent to which learning-related expectations from different contexts (e.g., home, school, platform) are aligned rather than contradictory, enabling the student to act wit | L03-MES-EXPECTATIONCOH.json |
ME11 |
Format compatibility across contexts | MESOSYSTEM | Format compatibility across contexts is whether the same learning content can be accessed and displayed correctly across all the student's devices, browsers, and study locations without format-related | L03-MES-FORMATCOMPAT.json |
ETA11 |
Home–platform coordination | MESOSYSTEM | Home–platform coordination is the extent to which household routines, caregiver expectations, access practices, and domestic constraints are compatible with the temporal, procedural, and interactional | L03-MES-HOMEPLATFORMCO.json |
ETA04 |
Home–school communication permeability | MESOSYSTEM | Home–school communication permeability is the extent to which messages, concerns, expectations, and updates related to learning can be transmitted and received across home and school contexts without | L03-MES-HOMESCHOOLCOMM.json |
ETA10 |
Identity continuity across contexts | MESOSYSTEM | Identity continuity across contexts is the extent to which the student’s socially recognised role, self-presentation demands, and identity expectations remain sufficiently compatible across contexts t | L03-MES-IDENTITYCONTIN.json |
ME13 |
Home-school language continuity | MESOSYSTEM | Home-school language continuity is the degree of match between the learner's home language and the language they are taught in. Discontinuity imposes a comprehension load absent from the curriculum it | L03-MES-LANGCONTINUI.json |
ETA09 |
Learning legitimacy (cross-context) | MESOSYSTEM | Learning legitimacy (cross-context) is the extent to which learning activities are regarded as valid, appropriate, and worth sustaining across home, peer, and institutional contexts, rather than being | L03-MES-LEARNINGLEGITI.json |
ME16 |
Peer-family overlap | MESOSYSTEM | Peer-family overlap is the degree to which the learner's peer group and family hold aligned expectations about education. Contradiction between the two settings is a mesosystem stressor distinct from | L03-MES-PEERFAMILYOV.json |
ETA07 |
Peer–institution alignment | MESOSYSTEM | Peer–institution alignment is the extent to which participation norms valued by peers are compatible with those expected and rewarded by the institution, such that participation does not incur social | L03-MES-PEERINSTITUTIO.json |
ME10 |
Progress sync reliability | MESOSYSTEM | Progress sync reliability is the consistency with which learning progress, achievements, and state are synchronized across devices and locations, preventing data loss and enabling continuous learning. | L03-MES-PROGRESSSYNC.json |
ETA03 |
Responsibility coordination | MESOSYSTEM | Responsibility coordination is the extent to which responsibilities for learning-related actions (e.g., submission, attendance, setup, communication) are clearly assigned and coordinated across home, | L03-MES-RESPONSIBILITY.json |
ETA01 |
Routine–schedule alignment | MESOSYSTEM | Routine–schedule alignment is the extent to which the timing and structure of institutional learning requirements fit with the student’s existing daily and weekly routines, allowing participation with | L03-MES-ROUTINESCHEDUL.json |
ETA12 |
School–platform coherence | MESOSYSTEM | School–platform coherence is the extent to which school-level policies, instructional practices, assessment routines, and communication norms are compatible with and consistently enacted through the l | L03-MES-SCHOOLPLATFORM.json |
ME15 |
Setting transition support | MESOSYSTEM | Setting transition support is the presence of deliberate handover between settings the learner moves through -- primary to secondary, school to school, or into and out of a programme. Absence of hando | L03-MES-SETTINGTRANS.json |
ETA08 |
Support pathway coherence | MESOSYSTEM | Support pathway coherence is the extent to which academic, technical, and relational support mechanisms across home, school, and platform contexts are visible, logically connected, and usable without | L03-MES-SUPPORTPATHWAY.json |
MU14 |
Adult permission | MICROSYSTEM | Adult permission is the extent to which a student’s participation in learning is authorised, tolerated, or supported by the adults who exercise control over the student’s time, environment, or access | L03-MIC-ADULTPERMISSIO.json |
MU11 |
Attention availability | MICROSYSTEM | Attention availability is the extent to which the student can sustain situational focus on learning tasks for the minimum duration required, given environmental conditions, health functioning, and int | L03-MIC-ATTENTIONAVAIL.json |
MU20 |
Authentication feasibility | MICROSYSTEM | Authentication feasibility is the extent to which the student can successfully log into and remain authenticated within learning platforms using available credentials, without repeated failure or excl | L03-MIC-AUTHENTICATION.json |
MU23 |
Belonging anchoring | MICROSYSTEM | Belonging anchoring is the extent to which the student perceives themselves as a recognised participant in the learning environment, such that continued presence is normatively expected and withdrawal | L03-MIC-BELONGINGANCHO.json |
MU27 |
Browser and app capabilities | MICROSYSTEM | Browser and app capabilities are the set of technical features (JavaScript support, video codecs, CSS features, native app version) that determine which learning content technologies can function on t | L03-MIC-BROWSERAPPCA.json |
MU28 |
Camera and microphone availability | MICROSYSTEM | Camera and microphone availability is the combination of hardware presence, functionality, and permission/context constraints that determine whether video conferencing, audio recording, or visual subm | L03-MIC-CAMERAMICROPH.json |
MU15 |
Caregiver availability for learning logistics | MICROSYSTEM | Caregiver availability for learning logistics is the extent to which a responsible adult can provide practical, time-bound assistance required for learning participation, such as setup, coordination, | L03-MIC-CAREGIVERAVAIL.json |
MU31 |
Caregiver education level | MICROSYSTEM | Caregiver education level is the highest formal education completed by a resident caregiver. It predicts home literacy environment, academic expectation and the caregiver's capacity to support learnin | L03-MIC-CAREGIVEREDU.json |
MU32 |
Caregiver involvement in learning | MICROSYSTEM | Caregiver involvement in learning is the extent to which a caregiver engages with the substance of learning -- asking about it, reviewing work, showing interest. MU15 measures availability for logisti | L03-MIC-CAREGIVERINV.json |
MU36 |
Care responsibilities | MICROSYSTEM | Care responsibilities are duties the learner carries for siblings, elders or unwell household members. They compete directly with learning time and attention, fall disproportionately on girls, and are | L03-MIC-CARERESPONSI.json |
MU23 |
Device capability profile | MICROSYSTEM | Device capability profile is the set of technical specifications (screen size, processing power, memory, OS version, supported media formats) that determine which learning content types the device can | L03-MIC-DEVICECAPABIL.json |
MU02 |
Device exclusivity | MICROSYSTEM | Device exclusivity is the degree to which the student’s learning-critical device access is dedicated to them (or reliably available to them when needed), rather than intermittently unavailable due to | L03-MIC-DEVICEEXCLUSIV.json |
MU03 |
Device security/control | MICROSYSTEM | Device security/control is the extent to which the student’s learning device remains accessible to them when needed, free from confiscation, disabling restrictions, or coercive controls that prevent l | L03-MIC-DEVICESECURITY.json |
MU01 |
Device usability | MICROSYSTEM | Device usability is the extent to which a student’s available device can reliably perform the required learning interactions (access, navigation, input, submission) without breakdowns that block parti | L03-MIC-DEVICEUSABILIT.json |
MU21 |
Digital literacy sufficiency | MICROSYSTEM | Digital literacy sufficiency is the extent to which the student can perform basic, non-specialised digital actions required for participation, such as clicking links, navigating interfaces, uploading | L03-MIC-DIGITALLITERAC.json |
MU13 |
Emotional safety | MICROSYSTEM | Emotional safety is the extent to which the student can participate in learning activities without anticipating ridicule, intimidation, punishment, or emotional harm arising from the learning context | L03-MIC-EMOTIONALSAFET.json |
MU34 |
Food security | MICROSYSTEM | Food security is the reliability of the learner's access to sufficient food. Hunger degrades attention, working memory and attendance, and is recorded as a support need rather than as a characteristic | L03-MIC-FOODSECURITY.json |
MU10 |
Health functional capacity | MICROSYSTEM | Health functional capacity is the extent to which the student’s present health condition allows them to attend, interact, and persist in learning activities at a minimal functional level, independent | L03-MIC-HEALTHFUNCTION.json |
MU33 |
Home literacy environment | MICROSYSTEM | Home literacy environment is the availability of books and reading material, and the presence of habitual reading practice, in the learner's household. It is a well-replicated correlate of language an | L03-MIC-HOMELITERACY.json |
MU29 |
Household composition | MICROSYSTEM | Household composition is the structure of the learner's living arrangement -- who is present, in what roles. It conditions caregiver availability, space, routine and resource competition, and is recor | L03-MIC-HOUSEHOLDCOM.json |
MU38 |
Housing stability | MICROSYSTEM | Housing stability is the security and continuity of the learner's living arrangement -- frequency of moves, risk of displacement, tenure security. MU05 measures whether the space is adequate; this mea | L03-MIC-HOUSINGSTABI.json |
MU18 |
Immediate feedback availability | MICROSYSTEM | Immediate feedback availability is the extent to which the student can access clarification, confirmation, or corrective input quickly enough to proceed with learning tasks without extended stalling o | L03-MIC-IMMEDIATEFEEDB.json |
MU24 |
Input capabilities | MICROSYSTEM | Input capabilities are the set of functional input methods (physical keyboard, touch screen, voice input, stylus, mouse) available to the student that determine which types of learning interactions ar | L03-MIC-INPUTCAPABILI.json |
MU22 |
Language accessibility | MICROSYSTEM | Language accessibility is the extent to which the linguistic form of learning materials, interfaces, and communication allows the student to understand what is required of them without language acting | L03-MIC-LANGUAGEACCESS.json |
MU37 |
Learner employment | MICROSYSTEM | Learner employment is paid or income-generating work the learner performs. It constrains available learning time and may be economically necessary, and is recorded without judgement about the learner | L03-MIC-LEARNEREMPLO.json |
MU05 |
Learning space adequacy | MICROSYSTEM | Learning space adequacy is the extent to which the student can access a physical environment that permits sitting, viewing, listening, and interacting with learning materials with minimal spatial inte | L03-MIC-LEARNINGSPACEA.json |
MU06 |
Noise and interruption load | MICROSYSTEM | Noise and interruption load is the degree to which environmental sounds, social interruptions, or competing demands intrude upon learning time such that sustained engagement becomes difficult or impos | L03-MIC-NOISEANDINTERR.json |
MU26 |
Offline viability | MICROSYSTEM | Offline viability is the combination of device storage, app/browser offline capability, and student access patterns that determine whether pre-downloaded offline learning is a feasible strategy. | L03-MIC-OFFLINEVIABIL.json |
MU25 |
Output capabilities | MICROSYSTEM | Output capabilities are the set of functional output methods (screen display, speakers, headphones) available to the student that determine which content presentation formats they can perceive and use | L03-MIC-OUTPUTCAPABIL.json |
MU16 |
Peer participation climate | MICROSYSTEM | Peer participation climate is the extent to which peers in the student’s immediate learning context model, permit, and do not actively discourage participation in learning activities. | L03-MIC-PEERPARTICIPAT.json |
MU04 |
Power continuity | MICROSYSTEM | Power continuity is the extent to which electrical power availability allows the student’s learning device to remain operational for the duration of required learning sessions and deadlines. | L03-MIC-POWERCONTINUIT.json |
MU07 |
Privacy adequacy | MICROSYSTEM | Privacy adequacy is the extent to which the student can engage in learning activities without being observed, overheard, or intruded upon in ways that inhibit participation, expression, or sustained e | L03-MIC-PRIVACYADEQUAC.json |
MU09 |
Routine predictability | MICROSYSTEM | Routine predictability is the extent to which the student’s time structure and daily patterns remain stable enough for learning activities to be planned, anticipated, and repeatedly enacted without fr | L03-MIC-ROUTINEPREDICT.json |
MU39 |
Additional learning needs status | MICROSYSTEM | Additional learning needs status is a declared and consented record of disability or special educational need relevant to how learning is delivered. It exists to trigger adaptation. It is never inferr | L03-MIC-SENSTATUS.json |
MU30 |
Sibling configuration | MICROSYSTEM | Sibling configuration is the number, relative age and schooling status of siblings sharing the household, which shapes both competition for devices, space and adult attention, and the availability of | L03-MIC-SIBLINGCONFI.json |
MU35 |
Sleep adequacy | MICROSYSTEM | Sleep adequacy is the sufficiency and regularity of the learner's sleep. It bears directly on memory consolidation and attention availability, and is distinguished from time availability, which concer | L03-MIC-SLEEPADEQUAC.json |
MU17 |
Teacher relational availability | MICROSYSTEM | Teacher relational availability is the extent to which the student can access a responsive instructional authority who acknowledges queries, provides clarification, and signals presence in ways that s | L03-MIC-TEACHERRELATIO.json |
MU08 |
Time availability | MICROSYSTEM | Time availability is the extent to which the student can allocate uninterrupted and recurring time to learning activities, given competing obligations and constraints in their daily life. | L03-MIC-TIMEAVAILABILI.json |
L03-MML-ATTENTIONCON |
Attention Context Constraints | MICROSYSTEM | Measures environmental distractions affecting sustained attention for different content modalities. | L03-MML-ATTENTIONCON.json |
L03-MML-AUDIOENVIRONM |
Audio Environment Viability | MICROSYSTEM | Measures whether the student's current environment supports audio-based learning (listening to content). | L03-MML-AUDIOENVIRONM.json |
L03-MML-HANDSFREEREQ |
Hands-Free Requirement | MICROSYSTEM | Measures whether the student's current activity requires hands-free interaction with learning content. | L03-MML-HANDSFREEREQ.json |
MML03 |
Meshing Hypothesis Rejection | MML | Evaluates whether the modality assignment logic implicitly or explicitly relies on the scientifically unsupported 'meshing hypothesis' (that matching instructional mode to a preferred learning style i | L03-MML-MESHINGHYPOTHE.json |
L03-MML-MOTIONSTABIL |
Motion Stability Context | MICROSYSTEM | Measures whether the student is stationary or in motion, affecting content consumption modality feasibility. | L03-MML-MOTIONSTABIL.json |
L03-MML-SCREENPRIVAC |
Screen Privacy Context | MICROSYSTEM | Measures whether others can view the student's screen, affecting content sensitivity and modality choices. | L03-MML-SCREENPRIVAC.json |
L03-MML-SESSIONWINDOW |
Available Session Window | MICROSYSTEM | Measures the estimated time window available for learning in current context, affecting content length and modality selection. | L03-MML-SESSIONWINDOW.json |
L03-MML-SPEECHVIABIL |
Speech Output Viability | MICROSYSTEM | Measures whether the student can speak aloud in their current environment for voice-based interactions. | L03-MML-SPEECHVIABIL.json |
L03-MML-VISUALCONDIT |
Visual Display Conditions | MICROSYSTEM | Measures whether the student's environment supports visual content consumption effectively. | L03-MML-VISUALCONDIT.json |