Oppia structural terminology: evidence and test decision

Executive Summary

The expanded evidence improves confidence about risks and test criteria, but it does not validate Adventure or Unit as the middle-layer label.
Do not reuse Chapter for the middle grouping without resolving the hierarchy. Chapter is already a concrete lower-layer action target in Oppia records.
Treat Adventure as an untested experiential promise. All 12 internal occurrences are proper story titles, not structural labels. Public products use Adventure for an enacted role, task, environment, goal, and storyline.
Keep Unit's risk specific. All 5 internal occurrences are Nigerian mathematics or measurement language. Official French and Brazilian Portuguese products use localized equivalents, so a broad translation-risk claim is unsupported.
Keep the source totals separate. The audited public ledger contains 65 artifacts. The supplied cloud pass reports 40 additional items. Zero are merged because the item-level source links needed for review and deduplication were not supplied.
Decide the structure before the noun. Test whether the middle layer needs a visible label, then compare candidates through first-click and teach-back tasks with priority-region learners.

Source: Validated terminology evidence handoffTable: artifact_handoff.json

Validated aggregate summary of the internal corpus, public-source architecture, interpretation boundaries, and publication guard.

SELECT * FROM read_json_auto('artifact_handoff.json')

Internal documents scanned

208

Reviewed internal Oppia research documents. This is a document count, not a participant count.

Reviewed internal Oppia research documents. This is a document count, not a participant count.Source: Validated terminology evidence handoffTable: artifact_handoff.json

Validated aggregate summary of the internal corpus, public-source architecture, interpretation boundaries, and publication guard.

SELECT * FROM read_json_auto('artifact_handoff.json')

Reported IDs, full corpus

527

Distinct reported participant IDs across the full corpus; 489 have profile coverage.

Distinct reported participant IDs across the full corpus; 489 have profile coverage.Source: Validated terminology evidence handoffTable: artifact_handoff.json

Validated aggregate summary of the internal corpus, public-source architecture, interpretation boundaries, and publication guard.

SELECT * FROM read_json_auto('artifact_handoff.json')

Terminology-bearing IDs

325

Distinct reported IDs in terminology-bearing evidence units.

Distinct reported IDs in terminology-bearing evidence units.Source: Validated terminology evidence handoffTable: artifact_handoff.json

Validated aggregate summary of the internal corpus, public-source architecture, interpretation boundaries, and publication guard.

SELECT * FROM read_json_auto('artifact_handoff.json')

Term observations

3,177

Participant-linked term rows. These are not independent learners.

Participant-linked term rows. These are not independent learners.Source: Validated terminology evidence handoffTable: artifact_handoff.json

Validated aggregate summary of the internal corpus, public-source architecture, interpretation boundaries, and publication guard.

SELECT * FROM read_json_auto('artifact_handoff.json')

Public source artifacts

Distinct public artifacts across four evidence lanes, kept separate from internal corpus measures.

Distinct public artifacts across four evidence lanes, kept separate from internal corpus measures.Source: Validated terminology evidence handoffTable: artifact_handoff.json

Validated aggregate summary of the internal corpus, public-source architecture, interpretation boundaries, and publication guard.

SELECT * FROM read_json_auto('artifact_handoff.json')

Cloud-pass items reported

Items reported in the supplied bounded pass. No items are merged without item-level URLs and deduplication.

Merged 0

Items reported in the supplied bounded pass. No items are merged without item-level URLs and deduplication.Source: Validated terminology evidence handoffTable: artifact_handoff.json

Validated aggregate summary of the internal corpus, public-source architecture, interpretation boundaries, and publication guard.

SELECT * FROM read_json_auto('artifact_handoff.json')

Selected papers coded

Papers fully coded for design, scope, persona match, contradictory evidence, transfer limits, and decision use.

Papers fully coded for design, scope, persona match, contradictory evidence, transfer limits, and decision use.Source: Validated terminology evidence handoffTable: artifact_handoff.json

Validated aggregate summary of the internal corpus, public-source architecture, interpretation boundaries, and publication guard.

SELECT * FROM read_json_auto('artifact_handoff.json')

What direct Oppia evidence shows

Chapter appears in participant-linked evidence for 227 reported IDs across 86 documents. The qualitative anchors show it functioning as the selectable lower-layer action. Story appears for 114 IDs across 63 documents. Lesson and Topic are also established terms in the existing hierarchy.

These are coverage counts. They do not measure spontaneous preference, comprehension, or population prevalence.

Source: Oppia internal corpus term summaryTable: corpus_term_summary.csv

Aggregate term coverage across reviewed Oppia research documents, including complete manual audits for Adventure and Unit.

SELECT * FROM read_csv_auto('corpus_term_summary.csv', header=true)

Adventure and Unit were manually audited: zero structural-label uses. Values remain visible without hover; the source and table preserve the audit context.

Source: V1 — Oppia corpus terminology coverageTables: visualization_chart_data.csv, corpus_term_summary.csv

Validated sorted chart rows joined to corpus audit context for direct values and semantic fallback.

SELECT v.*, d.* EXCLUDE (term) FROM read_csv_auto('visualization_chart_data.csv', header=true) v LEFT JOIN read_csv_auto('corpus_term_summary.csv', header=true) d ON d.term = v.category WHERE v.visualization_id = 'V1' ORDER BY CAST(v.sort_order AS INTEGER), v.series

Oppia corpus terminology coverage data
Term	Distinct reported participant IDs	Distinct documents	Participant-linked observations
Lesson	274reported IDs	102	931
Topic	250reported IDs	93	1,244
Chapter	227reported IDs	86	526
Story	114reported IDs	63	170
Part	91reported IDs	45	117
Section	73reported IDs	41	103
Level	46reported IDs	14	50
Adventure	12reported IDs	7	12
Course	11reported IDs	9	11
Unit	4reported IDs	3	5
Path	3reported IDs	3	3
Module	2reported IDs	1	2

Adventure and Unit are fully manually audited. Other rows are automated coverage pending preference coding.

Source: Oppia internal corpus term summaryTable: corpus_term_summary.csv

Aggregate term coverage across reviewed Oppia research documents, including complete manual audits for Adventure and Unit.

SELECT * FROM read_csv_auto('corpus_term_summary.csv', header=true)

Internal corpus term coverage
Term	Observations	Reported IDs	Documents	Audited rows	Coding status
Lesson	931	274	102	0	automated coverage not preference coding
Topic	1,244	250	93	0	automated coverage not preference coding
Chapter	526	227	86	0	automated coverage not preference coding
Story	170	114	63	0	automated coverage not preference coding
Part	117	91	45	0	automated coverage not preference coding
Section	103	73	41	0	automated coverage not preference coding
Level	50	46	14	0	automated coverage not preference coding
Adventure	12	12	7	12	complete manual audit
Course	11	11	9	0	automated coverage not preference coding
Unit	5	4	3	5	complete manual audit
Path	3	3	3	0	automated coverage not preference coding
Module	2	2	1	0	automated coverage not preference coding
Theme	3	2	3	0	automated coverage not preference coding
Strand	0	0	0	0	automated coverage not preference coding

What the complete Adventure and Unit audits show

Adventure: 12 observations across 7 documents; every occurrence is inside a proper story title; zero audited structural-label uses. The corpus cannot tell us how learners would respond to Adventure as a new navigation label.

Unit: 5 observations linked to 4 reported IDs across 3 documents; every occurrence is Nigerian place-value, measurement, or related mathematics language; zero audited structural-label uses. This establishes a collision risk, not the size of any interface harm.

Source: Oppia internal corpus term summaryTable: corpus_term_summary.csv

Aggregate term coverage across reviewed Oppia research documents, including complete manual audits for Adventure and Unit.

SELECT * FROM read_csv_auto('corpus_term_summary.csv', header=true)

Illustrative examples clarify what happened; they are not prevalence estimates.

Source: Oppia qualitative anchor summaryTable: qualitative_anchor_summary.csv

Public-safe qualitative examples that clarify hierarchy behavior and the complete Adventure and Unit audits.

SELECT * FROM read_csv_auto('qualitative_anchor_summary.csv', header=true)

Direct evidence anchors
ID	Pattern	Evidence summary	Evidence role	Product relevance
Q1	Story card bypassed	A learner chose the first chapter because the Stories You Can Play card did not appear related to mathematics lessons.	Illustrative direct Oppia observation	The relationship between story grouping and instructional content needs stronger information scent.
Q2	Chapter list misread	A learner opened a named story grouping but interpreted its chapter list as questions until the facilitator explained it.	Illustrative direct Oppia observation	A new noun alone may not clarify the hierarchy or expected action.
Q3	Chapter used as an action target	Multiple participant-linked records describe selecting or starting a numbered chapter to begin learning.	Repeated direct and observed Oppia evidence	Chapter already carries concrete next-action meaning for the lower layer.
Q4	Adventure appears in proper titles	Every audited Adventure occurrence was part of a named story title rather than a category label.	Complete manual audit of all 12 corpus occurrences	Adventure remains an untested structural label.
Q5	Unit collides with mathematics vocabulary	Every audited Unit occurrence concerned Nigerian place-value or measurement terminology rather than navigation.	Complete manual audit of all 5 corpus occurrences	Unit is globally conventional but not semantically neutral for this learner context.
Q6	Middle layer described positionally	When directly asked to identify the intermediate screen, one learner described it as the second page rather than supplying a content-category noun.	Illustrative direct Oppia observation	The middle layer may be absent from the learner's mental model, making a no-generic-noun treatment a testable third option.

What public evidence adds

External products, communities, and curricula use Unit, Chapter, Topic, Story, and Lesson in educational contexts. Unit appears in 10 Product UI/help artifacts. It also appears in 6 Public community artifacts and 4 Target-region curriculum artifacts. Adventure appears in 2 Product UI/help artifacts and 1 Academic mechanism artifact.

This is language exposure and context. It is not a vote, a preference sample, or evidence that a term maps cleanly to Oppia's middle layer.

Source: Public source terminology summaryTable: public_source_term_summary.csv

Distinct public source artifacts using a term within Product UI/help, Public community, Target-region curriculum, or Academic mechanism lanes.

SELECT * FROM read_csv_auto('public_source_term_summary.csv', header=true)

What the bounded netnographic pass adds

The supplied pass reports 40 items. These include a 16-item natural-language subset and 12 deliberately disconfirming cases for Unit. The final eight reported items produced no new broad category noun, which is bounded theoretical saturation, not population proof. The pass adds useful corrections and hypotheses, but the item-level source links and search log are unavailable. Zero items are therefore added to the audited public ledger.

The vocabulary counts that follow are approximate, overlapping, and descriptive. They cannot be read as population frequencies or added to the 65 audited artifacts.

Source: Bounded netnography source accountingTable: netnography_source_accounting.csv

Accounting for the supplied 40-item pass and the rule that none of those reported items are merged without item-level URLs and deduplication.

SELECT * FROM read_csv_auto('netnography_source_accounting.csv', header=true)

This table prevents the audited 65-source ledger and the separate 40-item synthesis from being displayed as 105 sources.

Source: Bounded netnography source accountingTable: netnography_source_accounting.csv

Accounting for the supplied 40-item pass and the rule that none of those reported items are merged without item-level URLs and deduplication.

SELECT * FROM read_csv_auto('netnography_source_accounting.csv', header=true)

Bounded-pass source accounting
Source frame	Reported items	Disconfirming	Item URLs	Merge status	Reason
Competitor product help and localized UI evidence	10	—	no	do_not_merge	Some claims were independently corroborated and added as new reviewed artifacts; the reported set itself remains non-mergeable.
Natural learner parent teacher community and review language	16	—	no	do_not_merge	Reported count is useful for interpreting the supplied synthesis, but item-level source records are absent.
Practitioner and academic literature	5	—	no	do_not_merge	Some claims were independently corroborated and added as new reviewed artifacts; the reported set itself remains non-mergeable.
Regional curriculum and exam-prep ecosystems	9	—	no	do_not_merge	Reported count cannot be deduplicated against the auditable public ledger.
Total supplied bounded netnographic pass	40	12	no	do_not_merge	Do not add 40 to the reviewed public-source total until an item-level ledger with URLs is recovered and deduplicated.

Adventure and Series remain visible at zero. This supplemental subset has no item-level source ledger and is not added to the 65 audited public artifacts.

Source: V2 — Supplied natural-language vocabulary subsetTables: visualization_chart_data.csv, cloud_vocabulary_counts.csv

Validated sorted chart rows joined to the bounded subset's interpretation and limitation fields.

SELECT v.*, d.* EXCLUDE (term) FROM read_csv_auto('visualization_chart_data.csv', header=true) v LEFT JOIN read_csv_auto('cloud_vocabulary_counts.csv', header=true) d ON d.term = v.category WHERE v.visualization_id = 'V2' ORDER BY CAST(v.sort_order AS INTEGER), v.series

Vocabulary in the supplied natural-language subset data
Term	Approximate source count	Subset size	Interpretation	Limitation
Lesson	9sources	16	Stable lower-level word but not normally the grouping above lessons.	Approximate source count from supplied synthesis; item-level URLs are unavailable.
Course	8sources	16	Familiar but normally too large for the contested layer.	Approximate source count from supplied synthesis; item-level URLs are unavailable.
Topic	8sources	16	Natural and regionally broad but already the parent level in Oppia.	Approximate source count from supplied synthesis; item-level URLs are unavailable.
Unit	7sources	16	Familiar within products that explicitly reinforce the term; not universal spontaneous language.	Approximate source count from supplied synthesis; item-level URLs are unavailable.
Section	4sources	16	Often learned from product taxonomy and reads as navigational.	Approximate source count from supplied synthesis; item-level URLs are unavailable.
Module	3sources	16	Understandable but adult, professional, or LMS-coded in this sample.	Approximate source count from supplied synthesis; item-level URLs are unavailable.
Level	2sources	16	Usually answers how advanced rather than what collection of lessons.	Approximate source count from supplied synthesis; item-level URLs are unavailable.
Chapter	1sources	16	Externally sparse but strong in Oppia-specific learner evidence; already names the lower level.	Approximate external count excludes repeated Oppia corpus use.
Part	1sources	16	Plain and low-jargon but too thin to call an established category noun.	Approximate source count from supplied synthesis; item-level URLs are unavailable.
Adventure	0sources	16	No spontaneous use as a hierarchy noun in the supplied natural-language subset.	Zero in a bounded purposive sample is not population absence.
Series	0sources	16	Did not surface as a meaningful contender.	Zero in a bounded purposive sample is not population absence.

Use corroborated corrections directly. Treat unlinked synthesis findings as bounded hypotheses, not auditable source counts.

Source: Bounded netnography synthesisTable: cloud_netnography_synthesis.csv

Ten bounded findings from the supplied netnographic pass, with corroboration status, confidence, decision relevance, and limitations.

SELECT * FROM read_csv_auto('cloud_netnography_synthesis.csv', header=true)

What the bounded netnographic pass changes
ID	Finding	Corroboration	Confidence	Decision relevance	Limitation
N1	Separate naturally occurring language from platform labels	methodologically coherent	high for method	Use the natural-language subset as a separate descriptive lane.	The item-level source ledger was not supplied in the pasted synthesis.
N2	Adventure was not tested as a category heading in the Oppia corpus	corroborated by complete local audit	high for reviewed corpus	Treat Adventure as untested rather than misunderstood.	Absence does not predict response to a future label.
N3	The broad bad-translation claim for Unit is unsupported	corroborated by current official product pages	high for localization correction; low for interface harm	Remove the claim that Unit generally translates badly.	Localized product use does not establish unaided child comprehension.
N4	Institutional ecology explains terminology better than nationality	corroborated by official regional product and curriculum surfaces	moderate	Design and test against the learner's educational ecosystem.	Direct regional learner voice remains thin.
N5	Sequence confusion is commonly expressed procedurally	supported by supplied synthesis; item-level links incomplete	moderate	Test destination prediction and next-step comprehension alongside wording.	Public communities overrepresent friction and adults.
N6	Adventure carries an experiential contract	corroborated by official Duolingo Adventures and narrative-review literature	moderate-high for semantic expectation	Use only if the product experience fulfills the promise.	Actual Oppia learner response to the label is untested.
N7	A visible grouping without a generic noun is a legitimate third option	corroborated by local qualitative anchors	moderate	Prototype a no-generic-noun treatment with strong card content and sequence cues.	Requires more explanatory work from the visual hierarchy.
N8	Formal actors and self-directed learners emphasize different needs	supported by supplied bounded pass	moderate-thin	Segment qualitative follow-up by learning context.	Child-specific public evidence is sparse.
N9	Disconfirming-case selection improves credibility	reported in supplied synthesis; not independently auditable	moderate for method description	Present saturation as bounded reconnaissance rather than exhaustive proof.	Item-level URLs and search log are unavailable here.
N10	No single naturally dominant noun emerged	reported in supplied synthesis	moderate	Interpret terms by semantic role and hierarchy level.	Counts are approximate, overlapping, and not population frequencies.

Terminology follows educational ecosystems

Exam-prep, textbook-linked, LMS, gamified-path, adult self-paced, and low-bandwidth systems foreground different terms because they organize different tasks. This institutional context explains exposed vocabulary better than nationality alone.

Exam prep: Subject, Topic, Paper, Question, and Lesson answer “what should I revise next?”
Textbook-linked: Unit, Chapter, and Topic support book and solution finding.
LMS/formal course: Course, Unit, Lesson, and Quiz describe a taught hierarchy.
Gamified path: Section, Unit, Lesson, and Adventure work with visible progress and enacted activities.
Adult self-paced: Course, Module, and Aula/Lesson reflect creator-led course structure.
Low-bandwidth delivery: Class, Subject, Topic, and Lesson foreground quick access to the next task.

On a narrow screen, this list is the reading path; the matrix below preserves the full evidence and limitations. Test the label inside the intended hierarchy and learning task. Do not infer a learner preference from institutional vocabulary alone.

Source: Institutional ecology evidence matrixTable: institutional_ecology_matrix.csv

Six educational ecosystems with foregrounded terminology, typical user questions, evidence strength, decision use, and transfer limits.

SELECT * FROM read_csv_auto('institutional_ecology_matrix.csv', header=true)

Read each row as a system context. The same learner may encounter several ecosystems and vocabularies.

Source: Institutional ecology evidence matrixTable: institutional_ecology_matrix.csv

Six educational ecosystems with foregrounded terminology, typical user questions, evidence strength, decision use, and transfer limits.

SELECT * FROM read_csv_auto('institutional_ecology_matrix.csv', header=true)

Terminology varies by educational ecosystem
Ecosystem	Examples	Foregrounded terms	Typical user question	Evidence strength	Decision use	Limitation
Adult self-paced	Brazil; Hotmart	Course; Module; Aula/Lesson	Which module or class should I complete?	moderate	Module may fit adult learning but has thin child evidence.	Adult creator and learner surfaces are proxies for Oppia children.
Exam-prep	Nigeria; Ghana; Kenya	Subject; Topic; Paper; Question; Lesson	What should I revise or practice next?	moderate	Use familiar task and sequence cues rather than assuming Unit is the operative category.	Mostly product vocabulary rather than direct learner speech.
Gamified progress path	Duolingo	Section; Unit; Lesson; Adventure	Where am I on the path and what experience comes next?	high for convention	Unit works with visible path, numbering, names, and completion state; Adventure names an enacted activity.	Product exposure primes community vocabulary.
LMS and formal course	Khan Academy; Sesame Learning	Course; Unit; Lesson; Quiz	Which formal subdivision or mastery boundary am I in?	high for convention	Unit is a real learned convention when reinforced by explicit structure and progress.	Convention does not prove unaided comprehension in Oppia.
Low-bandwidth curriculum delivery	Eneza; Kolibri	Class; Subject; Topic; Lesson	What can I access quickly on this device?	moderate	Compact task-oriented hierarchy may matter more than a new generic noun.	Public product copy is not direct learner-generated vocabulary.
Textbook-linked	India; CBSE; NCERT	Unit; Chapter; Topic	Which chapter or solution do I need?	moderate-high	Chapter is a strong discovery and action term but already names Oppia's lower level.	Formal hierarchy and learner-facing discovery do not always use the same noun.

Source reliability and persona match

Reliability and directness are different. Official curricula and peer-reviewed papers can be high-reliability sources. They remain indirect evidence for an Oppia learner naming decision. Product documentation shows system conventions. Public community material is useful netnographic context. It is self-selected and mostly adult or implementer proxy evidence.

Source: Public evidence-lane coverageTable: source_coverage.csv

Reliability, persona relationship, child relevance, and geographic coverage for each public evidence lane.

SELECT * FROM read_csv_auto('source_coverage.csv', header=true)

Named series and direct values avoid color-only meaning. The separate 40-item cloud pass contributes zero rows to this chart.

Source: V3 — Reviewed public sources by lane and reliabilityTables: visualization_chart_data.csv, source_coverage.csv

Validated source-architecture rows joined to lane totals, persona relationships, and regional coverage.

SELECT v.*, d.* EXCLUDE (evidence_lane) FROM read_csv_auto('visualization_chart_data.csv', header=true) v LEFT JOIN read_csv_auto('source_coverage.csv', header=true) d ON d.evidence_lane = v.category WHERE v.visualization_id = 'V3' ORDER BY CAST(v.sort_order AS INTEGER), v.series

Reviewed public sources by evidence lane and reliability data
Evidence lane	Source artifacts	Reliability	Evidence lane	Reliability	Lane total	Audited total
Product/UI	24sources	High	Product UI/help	High reliability	26	65
Product/UI	2sources	Medium	Product UI/help	Medium reliability	26	65
Academic	15sources	High	Academic mechanism	High reliability	20	65
Academic	5sources	Medium	Academic mechanism	Medium reliability	20	65
Community	0sources	High	Public community	High reliability	11	65
Community	11sources	Medium	Public community	Medium reliability	11	65
Curricula	8sources	High	Target-region curriculum	High reliability	8	65
Curricula	0sources	Medium	Target-region curriculum	Medium reliability	8	65

High reliability does not make an institutional curriculum or mechanism paper direct evidence of Oppia learner comprehension.

Source: Public evidence-lane coverageTable: source_coverage.csv

Reliability, persona relationship, child relevance, and geographic coverage for each public evidence lane.

SELECT * FROM read_csv_auto('source_coverage.csv', header=true)

Public evidence-lane reliability and persona fit
Evidence lane	Sources	High reliability	Medium reliability	Learner or child related	Persona relationships
Product UI/help	26	24	2	11	adult_learning_proxy;child_product_proxy;competitor_proxy;learner_exam_prep_proxy;learner_textbook_proxy;localized_product_proxy;low_resource_proxy;parent_child_proxy;system_convention
Academic mechanism	20	15	5	7	child_learning_proxy;child_navigation_proxy;mechanism_only;navigation_mechanism
Public community	11	0	11	7	adult_proxy;implementer_proxy;learner_proxy;parent_child_proxy;parent_teacher_proxy;teacher_proxy
Target-region curriculum	8	8	0	0	institutional

What research papers can and cannot support

The reviewed studies support familiar or explicit information scent. They also show that narrative effects depend on the task, presentation, learner group, and outcome. Engagement, comprehension, learning, time, and trust can move in different directions.

None of the reviewed papers directly compares Adventure, Unit, Chapter, Story, or Lesson in Oppia's hierarchy. The literature should define test criteria, not supply a winning label.

Source: Selected academic mechanism evidenceTable: academic_evidence_summary.csv

16 selected papers coded for study design, sample or scope, persona match, contradictory evidence, transfer limits, and decision use.

SELECT * FROM read_csv_auto('academic_evidence_summary.csv', header=true)

The papers inform mechanism and test design. None directly compares Oppia's candidate labels.

Source: Selected academic mechanism evidenceTable: academic_evidence_summary.csv

16 selected papers coded for study design, sample or scope, persona match, contradictory evidence, transfer limits, and decision use.

SELECT * FROM read_csv_auto('academic_evidence_summary.csv', header=true)

Selected research-paper synthesis
Year	Paper	Study design	Sample or scope	Persona and directness	Decision use	Transfer limit
2,026	Seductive Details Cognitive Load and Learning Outcomes (2026)	Multilevel meta-analysis	177 effect sizes from 50 studies	Mixed; Mechanism synthesis	Strengthens the case for a literal low-load hierarchy and an empirical label test.	Very recent synthesis with heterogeneous settings; still not a navigation-label test.
2,021	Extrinsically Integrated Instructional Quizzes in Learning Games (2021)	Within-subject experiment	69 children age 10-12	Child direct; Framing adjacent	Measure first-choice confidence and appeal separately from destination comprehension.	Tests quiz integration rather than a menu label.
2,021	Testing the Seductive Details Effect (2021)	Two randomized experiments	88 and 93 middle-school students	Child direct; Framing adjacent	Use conditional language; do not infer Adventure is inherently distracting.	Mean age was about 17 and the task was multimedia instruction.
2,020	Designing Narrative-Focused Role-Playing Games for Visualization Literacy in Young Children (2020)	Between-subjects technology-probe study	33 children age 11-13	Child direct; Framing adjacent	Treat engagement and comprehension as separate outcomes in the terminology test.	Small study and a visualization-literacy game rather than navigation.
2,020	Keep it Coherent: A Meta-Analysis of the Seductive Details Effect (2020)	Meta-analysis	58 papers; 68 effects; 7521 participants	Mixed; Mechanism synthesis	Raises confidence that irrelevant framing can impose cost while preserving the need for candidate testing.	No direct interface-label comparison.
2,020	Why Story Matters: A Review of Narrative in Serious Games (2020)	Narrative literature review	Serious-game narrative literature	Mixed; Mechanism synthesis	Defines the experiential contract that Adventure should fulfill if used as a learner-facing label.	Reviews serious games rather than a single navigation label or Oppia learners.
2,019	Effects of Playing an Educational Math Game That Incorporates Learning by Teaching (2019)	Pretest-posttest matched-groups study	58 middle-school students	Child direct; Framing adjacent	Prevents using playful framing as evidence of educational effectiveness.	One game implementation cannot generalize to a single navigation label.
2,018	Using language to get ready: Familiar labels help children engage proactive control (2018)	Randomized between-subjects experiment	64 children age 4-6	Child direct; Adjacent mechanism	Supports testing familiar literal labels but does not identify which candidate is familiar.	Affluent mostly White US sample and younger than most Oppia participants.
2,015	Cognitive and affective effects of seductive details in multimedia learning (2015)	Factorial experiment	123 participants	Student proxy; Framing adjacent	Treat context and presentation mode as moderators instead of making a global claim.	Biology multimedia instruction rather than child navigation.
2,014	How Interface Design and Search Strategy Influence Children's Search Performance and Evaluation (2014)	Controlled interface experiment	158 children age 10-12	Child direct; Navigation adjacent	Separates visual playfulness from structural playfulness and favors conventional hierarchy.	European informational websites rather than low-resource educational navigation.
2,014	Effects of Seductive Details on Multimedia Learning (2014)	Randomized experiment	78 Chinese middle-school students	Child direct; Framing adjacent	Supports minimizing unrelated narrative decoration around the decision point.	One Chinese text-learning task; not Oppia target regions.
2,012	Narrative Games for Learning (2012)	Two controlled experiments	College students	Adult proxy; Framing adjacent	Counters the assumption that an adventure narrative automatically improves learning.	Adult learners and full game experiences are distant from a category-label decision.
2,012	A review of research and a meta-analysis of the seductive detail effect (2012)	Meta-analysis	39 experimental effects	Mixed; Mechanism synthesis	Supports a conservative coherence principle but cannot compare Unit and Adventure.	Aggregates heterogeneous learners and materials.
2,011	Motivating Children to Learn Effectively (2011)	Two controlled studies	58 children age 7-11 plus 16 free-choice participants	Child direct; Framing adjacent	If Adventure is used it must describe the actual experience and hierarchy rather than decorate it.	A purpose-built mathematics game does not isolate navigation terminology.
2,007	Explicitness of local navigational links (2007)	Between-subjects web experiment	84 participants	Adult proxy; Direct navigation mechanism	Supports explicit action and destination cues around any chosen noun.	Adult informational-site sample; not a child or curriculum-term study.

16 results · Showing first 15

Persona coverage and gaps

Nigeria has the strongest direct internal coverage and is overrepresented. Kenya and Ethiopia have moderate internal coverage. India, Ghana, and Cameroon are thin for direct learner inference. Brazil is especially thin. Its evidence relies heavily on institutional or adult proxies. Small cells remain suppressed and are not zeros.

The next test should correct this imbalance rather than add more general terminology examples.

Source: Persona and regional evidence gap registerTable: persona_gap_register.csv

Internal learner coverage and external evidence gaps by priority region, with small cells suppressed.

SELECT * FROM read_csv_auto('persona_gap_register.csv', header=true)

Recruitment should correct the current imbalance before the team makes a cross-region naming claim.

Source: Persona and regional evidence gap registerTable: persona_gap_register.csv

Internal learner coverage and external evidence gaps by priority region, with small cells suppressed.

SELECT * FROM read_csv_auto('persona_gap_register.csv', header=true)

Persona coverage and next evidence needs
Region	Profiled IDs	Terminology IDs	Coverage assessment	Limitation	Next evidence
Brazil	Suppressed	Suppressed	very thin internal; proxy-heavy external	Internal cells are below the publication threshold; the public community source is teacher discourse, not child behavior.	Prioritize Portuguese child testing and avoid inferring from translated curriculum nouns alone.
Cameroon	11	5	thin internal; external gap	The internal corpus has some learners, but no Cameroon-specific public source was identified.	Add official curriculum context and a small direct learner sample.
Ethiopia	33	28	moderate internal; external gap	The corpus contains learners, but the public ledger has no Ethiopia-specific curriculum or community source.	Add official curriculum terminology and direct learner label testing.
Ghana	15	Suppressed	thin internal; institutional external	Official curriculum terminology is available, but current learner-community evidence is absent.	Add direct learner comprehension evidence rather than more institutional terminology.
India	18	12	thin internal; strong external context	Product, curriculum, and learner-community proxies are available, but direct Oppia coverage is small.	Test candidate labels with Indian learners in the intended hierarchy.
Kenya	31	16	moderate internal; institutional external	Official curriculum terminology is available, but current public learner discourse is absent.	Recruit a small learner comprehension sample across phone and school contexts.
Nigeria	364	217	strong but overrepresented	The internal corpus is concentrated here; public community evidence is adult proxy rather than direct learner testing.	Run label-comprehension tasks with Nigerian learners and preserve the mathematics collision check for Unit.
Uganda	Suppressed	Suppressed	very thin internal; external gap	Internal cells are below the publication threshold and no country-specific public source was identified.	Do not make Uganda-specific claims until direct evidence is collected.

Recommendation

Keep Chapter as the lower-layer anchor. Do not move it to the middle grouping without first resolving the hierarchy ambiguity.
Test whether the middle layer needs a visible noun at all. A clearer destination cue may solve the structural problem before the team adds a category name.
If a noun is needed, compare Adventure, Unit, Story/current wording, and a literal control. Do not treat any candidate as validated before the test.
Require Adventure to fulfill its promise. If selected, the destination should visibly provide a role, task, environment, interaction, goal, and storyline.
Separate comprehension from appeal. A label can feel engaging and still predict the wrong destination.

Next decision test

Stage 1: formative first-click and teach-back

Recruit priority-region learners, with added coverage for India, Ghana, Cameroon, and Brazil. Randomize Adventure, Unit, Story/current wording, a literal control, and a no-extra-label version. Ask each learner to choose where they would begin. Then ask them to explain what the card contains and predict what happens after selection.

Record correct destination prediction, first-click errors, teach-back accuracy, confidence, appeal, trust, and completion time. Preserve country-level suppression in reporting.

Stage 2: confirm only if a winner emerges

Run a preregistered, powered randomized comprehension test. Make correct destination prediction the primary outcome. Keep confidence, appeal, trust, and time as secondary outcomes. Agree on the success threshold before reviewing results.

Counting rules and limitations

Keep 208 internal documents, 527 full-corpus reported IDs, 325 terminology-bearing reported IDs, 3,177 participant-linked observations, and 65 audited public artifacts as separate measures.
The 3,177 observations are not 3,177 independent learners.
The supplied cloud pass reports 40 items, but zero are merged without item-level source links and deduplication. Never display 105 as a combined source total.
Reported participant IDs may not equal unique people across every source system.
Automated context and quote-like flags require manual audit before preference claims.
Public community posts are contextual netnography, not representative learner opinion.
Nigeria dominates the internal corpus. Thin or suppressed regions cannot support confident country-level inference.
This public artifact contains aggregates only and does not publish participant-level files.

Source: Validated terminology evidence handoffTable: artifact_handoff.json

Validated aggregate summary of the internal corpus, public-source architecture, interpretation boundaries, and publication guard.

SELECT * FROM read_json_auto('artifact_handoff.json')

Conclusion

The expanded evidence rules out a shortcut, not a term. Chapter already carries lower-layer action meaning. Adventure and Unit have zero structural uses in the fully audited internal occurrences. Public sources and research papers clarify risks and test design, but they do not identify a winner.

The defensible decision is hierarchy first, then a randomized learner comprehension test.

Data and methods

This report uses the validated public-safe handoff generated on August 26, 2026. The bundle contains aggregate internal corpus summaries and public-source terminology and coverage tables. It also includes a complete public source ledger and a 16-paper synthesis. Bounded netnography accounting, institutional-ecology evidence, qualitative anchors, persona gaps, claim boundaries, and a SHA-256 manifest complete the package. All 20 files listed in the manifest passed hash validation before integration.

The artifact is a fixed snapshot, not a live connector. Source actions expose the file identity, transformation scope, counting definitions, and interpretation limits for each chart and table.

Source: Validated terminology evidence handoffTable: artifact_handoff.json

Validated aggregate summary of the internal corpus, public-source architecture, interpretation boundaries, and publication guard.

SELECT * FROM read_json_auto('artifact_handoff.json')

Public source provenance

The following table preserves the complete 65-artifact public ledger. Use the lane, persona relation, reliability, and observed terms together when auditing a claim. The direct references that follow reproduce every external web address and every public-safe local handoff path.

Source: Complete public source ledgerTable: public_source_ledger.csv

Complete public-safe provenance ledger for all 65 public source artifacts, including evidence lane, region, persona relation, reliability, observed terms, contribution, and URL.

SELECT * FROM read_csv_auto('public_source_ledger.csv', header=true)

Use source metadata to audit a claim. Do not count community posts as representative learner opinion.

Source: Complete public source ledgerTable: public_source_ledger.csv

Complete public-safe provenance ledger for all 65 public source artifacts, including evidence lane, region, persona relation, reliability, observed terms, contribution, and URL.

SELECT * FROM read_csv_auto('public_source_ledger.csv', header=true)

Complete public source provenance ledger
Source	Evidence lane	Region	Persona relation	Reliability	Terms observed	Direct URL
A review of research and a meta-analysis of the seductive detail effect	Academic mechanism	Mixed learners	mechanism_only	high	Framing;Narrative;Detail	https://www.sciencedirect.com/science/article/pii/S1747938X12000413
Base Nacional Comum Curricular	Target-region curriculum	Brazil	institutional	high	Thematic unit;Knowledge object;Skill	https://basenacionalcomum.mec.gov.br/abase/
Bondzi online exam practice	Product UI/help	Ghana	learner_exam_prep_proxy	high	Subject;Topic;Paper;Question	https://bondzi.online/
Brazil teacher terminology discussion	Public community	Brazil	teacher_proxy	medium	Unidade;Capítulo;Conteúdo;Aula	https://zh.reddit.com/r/ProfessoresBR/comments/1tc6yn9/fui_questionado_por_pedir_tradu%C3%A7%C3%B5es_nas_minhas/?sort=random
BYJU class 6-10 learning page	Product UI/help	India	competitor_proxy	high	Chapter;Lesson	https://byjus.com/class-6-10/
Can Educational Be Fun?	Academic mechanism	General learning games	mechanism_only	medium	Game;Framing	https://sites.cc.gatech.edu/fac/Amy.Bruckman/papers/bruckman_gdc99.html
CBSE 2026-27 curriculum	Target-region curriculum	India	institutional	high	Unit;Chapter	https://cbseacademic.nic.in/curriculum_2027.html
CBSE student syllabus discussion	Public community	India	learner_proxy	medium	Chapter;Unit	https://www.reddit.com/r/CBSE/comments/1deufiv
CBSE syllabus confusion discussion	Public community	India	learner_proxy	medium	Chapter	https://www.reddit.com/r/CBSE/comments/190nh1b
Children's use of the Yahooligans! Web search engine	Academic mechanism	US middle school	child_navigation_proxy	high	Navigation;Category;Label	https://asistdl.onlinelibrary.wiley.com/doi/abs/10.1002/%28SICI%291097-4571%282000%2951%3A7%3C646%3A%3AAID-ASI7%3E3.0.CO%3B2-A
Cognitive and affective effects of seductive details in multimedia learning	Academic mechanism	General student sample	mechanism_only	high	Framing;Narrative;Detail	https://www.sciencedirect.com/science/article/pii/S0747563214006591
Comment revoir des leçons sur Duolingo	Product UI/help	France	localized_product_proxy	high	Chapter;Unit;Lesson	https://blog.duolingo.com/fr/comment-revoir-des-lecons-sur-duolingo/
Como criar e gerenciar módulos no Hotmart Club	Product UI/help	Brazil	adult_learning_proxy	high	Course;Module;Lesson	https://help.hotmart.com/pt-br/article/360000645592/como-criar-e-gerenciar-modulos-no-hotmart-club-
Como revisar lições no Duolingo	Product UI/help	Brazil	localized_product_proxy	high	Section;Unit;Lesson	https://blog.duolingo.com/pt/como-revisar-licoes-no-duolingo/
Designing Narrative-Focused Role-Playing Games for Visualization Literacy in Young Children	Academic mechanism	Children age 11-13	child_learning_proxy	medium	Narrative;Game;Framing	https://arxiv.org/abs/2008.13749

65 results · Showing first 15

Direct source references

Public-safe local bundle (21 files)

handoff/academic_evidence_summary.csv
handoff/artifact_handoff.json
handoff/artifact_integration_brief.json
handoff/claim_register.csv
handoff/cloud_netnography_synthesis.csv
handoff/cloud_vocabulary_counts.csv
handoff/corpus_term_by_country.csv
handoff/corpus_term_summary.csv
handoff/institutional_ecology_matrix.csv
handoff/methodology_summary.json
handoff/netnography_source_accounting.csv
handoff/participant_coverage.csv
handoff/persona_gap_register.csv
handoff/public_source_ledger.csv
handoff/public_source_term_summary.csv
handoff/qualitative_anchor_summary.csv
handoff/source_coverage.csv
handoff/visualization_artifact.json
handoff/visualization_chart_data.csv
handoff/visualization_handoff.json
handoff/manifest.sha256.csv

Product UI/help (26)

Oppia About: <https://www.oppia.org/about>
Oppia Fractions topic: <https://www.oppia.org/learn/math/fractions>
Khan Academy Unit Mastery: <https://support.khanacademy.org/hc/en-us/articles/115002552631--Beta-What-is-Unit-Mastery->
Khan Academy Kids App Store page: <https://apps.apple.com/us/app/khan-academy-kids/id1378467217>
Duolingo review lessons: <https://blog.duolingo.com/how-to-review-lessons-on-duolingo/>
Duolingo intermediate mini-units: <https://blog.duolingo.com/intermediate-mini-units/>
Duolingo ABC scope and sequence: <https://lit-lessons-cdn.duolingo.com/resources/duolingo_abc_scope_and_sequence_english.pdf>
BYJU class 6-10 learning page: <https://byjus.com/class-6-10/>
Eneza Education products: <https://www.enezaeducation.com/products>
DIKSHA course enrollment help: <https://diksha.gov.in/help/getting-started/courses/enrolling-course.html>
Sesame Workshop learning courses: <https://learning.sesamework.org/>
Sesame Workshop topics: <https://sesameworkshop.org/topics/language-literacy/>
Ubongo What We Do: <https://www.ubongo.org/what-we-do/>
Kolibri User Guide: <https://kolibri.readthedocs.io/en/latest/index.html>
Kolibri Studio channel structure: <https://kolibri-studio.readthedocs.io/en/latest/add_content.html>
Welcome to Rumie: <https://learn.rumie.org/ERv/bytes/welcome-to-rumie/>
UNICEF Learning Passport annual report: <https://www.unicef.org/media/161326/file/UNICEF%202023%20GARR%20Goal%20Area%202%20Chapter.pdf>
Siyavula Mathematics Grade 8: <https://www.siyavula.com/read/za/mathematics/grade-8>
Duolingo Adventures: <https://blog.duolingo.com/adventures/>
Comment revoir des leçons sur Duolingo: <https://blog.duolingo.com/fr/comment-revoir-des-lecons-sur-duolingo/>
Como revisar lições no Duolingo: <https://blog.duolingo.com/pt/como-revisar-licoes-no-duolingo/>
Myschool Classroom: <https://myschool.ng/classroom>
Bondzi online exam practice: <https://bondzi.online/>
ExamGuide BECE: <https://apps.apple.com/gh/app/examguide-bece/id6754897632>
NCERT Solutions: <https://byjus.com/ncert-solutions/>
Como criar e gerenciar módulos no Hotmart Club: <https://help.hotmart.com/pt-br/article/360000645592/como-criar-e-gerenciar-modulos-no-hotmart-club->

Public community (11)

Homeschool unit-study discussion: <https://www.reddit.com/r/homeschool/comments/1v084k2/does_anyone_not_do_a_unit_study_if_not_how_do_you/>
Nigeria basic-education discussion: <https://www.reddit.com/r/Nigeria/comments/1v9umvq/what_do_you_think_about_nigeria_basis_education/>
CBSE student syllabus discussion: <https://www.reddit.com/r/CBSE/comments/1deufiv>
CBSE syllabus confusion discussion: <https://www.reddit.com/r/CBSE/comments/190nh1b>
Brazil teacher terminology discussion: <https://zh.reddit.com/r/ProfessoresBR/comments/1tc6yn9/fui_questionado_por_pedir_tradu%C3%A7%C3%B5es_nas_minhas/?sort=random>
Duolingo repeated lessons discussion: <https://www.reddit.com/r/duolingo/comments/1ut73ek/multiple_repeated_lessons_fix/>
Duolingo previous-section review discussion: <https://www.reddit.com/r/duolingo/comments/1s176ud/lessons_i_review_from_previous_sections_and_units/>
Duolingo repetitive lessons discussion: <https://www.reddit.com/r/duolingo/comments/1svptbb/the_lessons_are_frustratingly_repetitive/>
TechRadar parent and child Duolingo Math review: <https://www.techradar.com/computing/websites-apps/duolingo-math>
Khan Academy parent reviews: <https://www.commonsensemedia.org/website-reviews/khan-academy>
Learning Equality community forum: <https://community.learningequality.org/>

Target-region curriculum (8)

KICD Grade 1-3 Mathematics curriculum: <https://kicd.ac.ke/wp-content/uploads/2024/10/Grade-1-3-Mathematics-Revised.pdf>
NaCCA Mathematics curriculum: <https://nacca.gov.gh/wp-content/uploads/2023/06/MATHEMATICS.pdf>
NERDC eCurriculum portal: <https://www.nerdc.org.ng/eCurriculum/CurriculumView.aspx>
NERDC Primary 1-3 Mathematics: <https://www.nerdc.gov.ng/content_manager/primary/pri1-3_maths.pdf>
NERDC Primary 4-6 Mathematics introduction: <https://www.nerdc.gov.ng/content_manager/primary/pri4-6_maths_intro.pdf>
Base Nacional Comum Curricular: <https://basenacionalcomum.mec.gov.br/abase/>
NCERT current textbook PDF: <https://ncert.nic.in/textbook/pdf/gegp1ps.pdf>
CBSE 2026-27 curriculum: <https://cbseacademic.nic.in/curriculum_2027.html>

Academic mechanism (20)

Familiar labels and proactive control in children: <https://escholarship.org/uc/item/0kv5w174>
Information scent and web navigation: <https://asistdl.onlinelibrary.wiley.com/doi/full/10.1002/bult.246>
Information scent model: <https://arxiv.org/abs/2603.11759>
Empirical test of chocolate-covered broccoli: <https://pmc.ncbi.nlm.nih.gov/articles/PMC8417244/>
Rethinking Gamification: <https://pubdata.leuphana.de/bitstream/20.500.14123/1109/1/9783957960016_rethinking_gamification.pdf>
Children's use of the Yahooligans! Web search engine: <https://asistdl.onlinelibrary.wiley.com/doi/abs/10.1002/%28SICI%291097-4571%282000%2951%3A7%3C646%3A%3AAID-ASI7%3E3.0.CO%3B2-A>
How Interface Design and Search Strategy Influence Children's Search Performance and Evaluation: <https://research-portal.uu.nl/en/publications/how-interface-design-and-search-strategy-influence-childrens-sear>
Explicitness of local navigational links: <https://journals.sagepub.com/doi/10.1177/0165551506068144>
Motivating Children to Learn Effectively: <https://www.tandfonline.com/doi/abs/10.1080/10508406.2010.508029>
Narrative Games for Learning: <https://tecfa.unige.ch/tecfa/maltt/VIP/Ressources/Articles/AdamsMayer_NarrativeGames.pdf>
Designing Narrative-Focused Role-Playing Games for Visualization Literacy in Young Children: <https://arxiv.org/abs/2008.13749>
Effects of Playing an Educational Math Game That Incorporates Learning by Teaching: <https://eric.ed.gov/?id=EJ1225288>
Testing the Seductive Details Effect: <https://eric.ed.gov/?id=EJ1294188>
Effects of Seductive Details on Multimedia Learning: <https://doi.org/10.5296/jse.v4i3.6024>
Cognitive and affective effects of seductive details in multimedia learning: <https://www.sciencedirect.com/science/article/pii/S0747563214006591>
A review of research and a meta-analysis of the seductive detail effect: <https://www.sciencedirect.com/science/article/pii/S1747938X12000413>
Keep it Coherent: A Meta-Analysis of the Seductive Details Effect: <https://rex.libraries.wsu.edu/esploro/outputs/journalArticle/Keep-it-Coherent-A-Meta-Analysis-of/99900601155501842>
Seductive Details Cognitive Load and Learning Outcomes: <https://link.springer.com/article/10.1007/s10648-025-10099-z>
Can Educational Be Fun?: <https://sites.cc.gatech.edu/fac/Amy.Bruckman/papers/bruckman_gdc99.html>
Why Story Matters: A Review of Narrative in Serious Games: <https://journals.sagepub.com/doi/10.1177/0735633119859904>

Sources

Validated terminology evidence handoffartifact_handoff.json · duckdb · 2026-08-26
Validated aggregate summary of the internal corpus, public-source architecture, interpretation boundaries, and publication guard.
SQL query
```
SELECT * FROM read_json_auto('artifact_handoff.json')
```
Oppia internal corpus term summarycorpus_term_summary.csv · duckdb · 2026-08-26
Aggregate term coverage across reviewed Oppia research documents, including complete manual audits for Adventure and Unit.
SQL query
```
SELECT * FROM read_csv_auto('corpus_term_summary.csv', header=true)
```

V1 — Oppia corpus terminology coveragevisualization_chart_data.csv · duckdb · 2026-08-26

Validated sorted chart rows joined to corpus audit context for direct values and semantic fallback.

SQL query

SELECT v.*, d.* EXCLUDE (term) FROM read_csv_auto('visualization_chart_data.csv', header=true) v LEFT JOIN read_csv_auto('corpus_term_summary.csv', header=true) d ON d.term = v.category WHERE v.visualization_id = 'V1' ORDER BY CAST(v.sort_order AS INTEGER), v.series

Oppia qualitative anchor summaryqualitative_anchor_summary.csv · duckdb · 2026-08-26
Public-safe qualitative examples that clarify hierarchy behavior and the complete Adventure and Unit audits.
SQL query
```
SELECT * FROM read_csv_auto('qualitative_anchor_summary.csv', header=true)
```
Public source terminology summarypublic_source_term_summary.csv · duckdb · 2026-08-26
Distinct public source artifacts using a term within Product UI/help, Public community, Target-region curriculum, or Academic mechanism lanes.
SQL query
```
SELECT * FROM read_csv_auto('public_source_term_summary.csv', header=true)
```
Public evidence-lane coveragesource_coverage.csv · duckdb · 2026-08-26
Reliability, persona relationship, child relevance, and geographic coverage for each public evidence lane.
SQL query
```
SELECT * FROM read_csv_auto('source_coverage.csv', header=true)
```
Selected academic mechanism evidenceacademic_evidence_summary.csv · duckdb · 2026-08-26
16 selected papers coded for study design, sample or scope, persona match, contradictory evidence, transfer limits, and decision use.
SQL query
```
SELECT * FROM read_csv_auto('academic_evidence_summary.csv', header=true)
```
Bounded natural-language vocabulary subsetcloud_vocabulary_counts.csv · duckdb · 2026-08-26
Approximate overlapping terminology counts from a supplied 16-item natural-language subset without an item-level URL ledger.
SQL query
```
SELECT * FROM read_csv_auto('cloud_vocabulary_counts.csv', header=true)
```

V2 — Supplied natural-language vocabulary subsetvisualization_chart_data.csv · duckdb · 2026-08-26

Validated sorted chart rows joined to the bounded subset's interpretation and limitation fields.

SQL query

SELECT v.*, d.* EXCLUDE (term) FROM read_csv_auto('visualization_chart_data.csv', header=true) v LEFT JOIN read_csv_auto('cloud_vocabulary_counts.csv', header=true) d ON d.term = v.category WHERE v.visualization_id = 'V2' ORDER BY CAST(v.sort_order AS INTEGER), v.series

Bounded netnography synthesiscloud_netnography_synthesis.csv · duckdb · 2026-08-26
Ten bounded findings from the supplied netnographic pass, with corroboration status, confidence, decision relevance, and limitations.
SQL query
```
SELECT * FROM read_csv_auto('cloud_netnography_synthesis.csv', header=true)
```
Bounded netnography source accountingnetnography_source_accounting.csv · duckdb · 2026-08-26
Accounting for the supplied 40-item pass and the rule that none of those reported items are merged without item-level URLs and deduplication.
SQL query
```
SELECT * FROM read_csv_auto('netnography_source_accounting.csv', header=true)
```
Institutional ecology evidence matrixinstitutional_ecology_matrix.csv · duckdb · 2026-08-26
Six educational ecosystems with foregrounded terminology, typical user questions, evidence strength, decision use, and transfer limits.
SQL query
```
SELECT * FROM read_csv_auto('institutional_ecology_matrix.csv', header=true)
```

V3 — Reviewed public sources by lane and reliabilityvisualization_chart_data.csv · duckdb · 2026-08-26

Validated source-architecture rows joined to lane totals, persona relationships, and regional coverage.

SQL query

SELECT v.*, d.* EXCLUDE (evidence_lane) FROM read_csv_auto('visualization_chart_data.csv', header=true) v LEFT JOIN read_csv_auto('source_coverage.csv', header=true) d ON d.evidence_lane = v.category WHERE v.visualization_id = 'V3' ORDER BY CAST(v.sort_order AS INTEGER), v.series

Persona and regional evidence gap registerpersona_gap_register.csv · duckdb · 2026-08-26
Internal learner coverage and external evidence gaps by priority region, with small cells suppressed.
SQL query
```
SELECT * FROM read_csv_auto('persona_gap_register.csv', header=true)
```
Complete public source ledgerpublic_source_ledger.csv · duckdb · 2026-08-26
Complete public-safe provenance ledger for all 65 public source artifacts, including evidence lane, region, persona relation, reliability, observed terms, contribution, and URL.
SQL query
```
SELECT * FROM read_csv_auto('public_source_ledger.csv', header=true)
```