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This study introduces a tool to identify and analyze complex interaction situations and applies it to two educational infrastructure development projects through structured self-reflection using questionnaires with development teams.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/analysis-of-the-perceived-complexity-of-use-cases-in-digital-educational-spaces/585336/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/analysis-of-the-perceived-complexity-of-use-cases-in-digital-educational-spaces/585336.png","ImageObject",300,407,{"name":42,"@type":43},"Aria Callaghan","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"Why is perceived complexity important in digital educational spaces?","Question",{"text":62,"@type":63},"As education digitalizes, human-technology interactions become increasingly complex. When learners spend cognitive resources on interaction rather than learning, trust can be lost and may spill over from educational technology to teachers and institutions.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What challenges do cross-institutional educational spaces create?",{"text":67,"@type":63},"They can become more complex due to networking, diversity, and dynamic conditions. This complexity can make interactions harder to understand, potentially leading to diffuse complexity and reduced user trust.",{"name":69,"@type":60,"acceptedAnswer":70},"How does the study propose to analyze complexity during development?",{"text":71,"@type":63},"It presents a tool for identifying and analyzing complex interaction situations. 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Cross-institutional settings, in particular, are becoming more complex due to the level of networking, diversity, dynamics, etc. While this can support good education, it can also affect fair educational opportunities. Against this background, this study presents a tool for identifying and analyzing complex interaction situations and applies it to two development projects for educational infrastructures. Methodologically, structured self-reflection was carried out with the help of a questionnaire completed by 11 resp. 13 members of the development teams. Specific usage scenarios and user groups were identified that are particularly associated with complexity. The analysis was deepened by systematically analyzing the characteristics that generate complexity. The results of both case studies are presented, and conclusions for further project work are drawn. In addition, the presented instrument is evaluated regarding its support in the development of educational technology, finally leading to recommendations for future application of this instrument.  \nKEYWORDS  \nDigital Educational Spaces, Complexity, Human-Machine-Interaction, Socio-Technical Systems  \n1. COMPLEXITY IN SOCIO-TECHNICAL SYSTEMS  \nWe are currently experiencing a process of continuous digitalization in all areas of life. Especially in the field of mobile learning, access to education is shifting to ubiquitous contexts. Learning happens on the go, on smaller devices, and often in fragmented time slots. In these scenarios, the cognitive capacity should be reserved for the learning content, not the operation of the interface. However, cross-institutional educational spaces and AI-supported educational applications are becoming increasingly relevant, and at the same time, increasingly complex human-technology interactions in which guidance is needed for users and developers of such systems (Lucke et al., 2022; Moebert, 2022; Schlick et al., 2009; Mason, 2008) . This shift is accompanied by various changes, uncertainties, but also expectations. We are increasingly confronted with a technological environment (Weiser, 2002), in which technology defines how we perceive, evaluate, sense, judge and act. In addition, technology is gradually losing its character as merely a tool and is increasingly appearing as an autonomous actor (e.g., as robots, voice assistants, smart control elements or digital learning companions) . This is accompanied by the fact that new technical devices are capable of simulating emotional and intellectual abilities that were previously reserved for humans (White & Katsuno, 2022) . With the ongoing digitalization and the advent of networked artefacts, the relationship between humans and complex technology needs to be rethought. Without being able to recognize it from the outside, these technical objects are highly interconnected internally and exchange data and information with other objects in the background (Assadi & Manzeschke, 2020) . This often leads to a perception of diffuse complexity when interacting with such systems, which, if left unresolved, can lead to a loss of trust (Schlick et al., 2009) . This might become a severe problem in education (Moebert, 2022), when cognitive resources are spent on interaction with technology instead on learning, and the loss of trust spills over from educational technology to teachers and education institutions (Mason, 2008) .  \nWhen people perceive complexity, they use different strategies to cope with it. A frequent approach is to reduce complexity by simplifying the structure or conditions in order to regain a sense of control. However, this has a signifi","cbCaig4ohXddK4Ex","https://ap.wps.com/l/cbCaig4ohXddK4Ex","pdf",1291092,11,"English","# Complexity in Socio-Technical Systems\n## Digitalization and mobile learning contexts\n## Strategies for coping with perceived complexity\n## Definitions of complexity across disciplines\n## Toward interaction-focused analysis instruments","[{\"question\":\"Why is perceived complexity important in digital educational spaces?\",\"answer\":\"As education digitalizes, human-technology interactions become increasingly complex. When learners spend cognitive resources on interaction rather than learning, trust can be lost and may spill over from educational technology to teachers and institutions.\"},{\"question\":\"What challenges do cross-institutional educational spaces create?\",\"answer\":\"They can become more complex due to networking, diversity, and dynamic conditions. This complexity can make interactions harder to understand, potentially leading to diffuse complexity and reduced user trust.\"},{\"question\":\"How does the study propose to analyze complexity during development?\",\"answer\":\"It presents a tool for identifying and analyzing complex interaction situations. Teams perform structured self-reflection via questionnaires to identify relevant usage scenarios and user groups, then analyze the characteristics that generate complexity in development projects.\"}]","ANALYSIS OF THE PERCEIVED COMPLEXITY OF USE CASES IN DIGITAL EDUCATIONAL SPACES | PDF",28]