Proceedings of the International scientific and practical conference ―Synergy of Modern Science and Education‖ (February 2-4, 2026) / Publisher website: www.naukainfo.com. – New York, USA, 2026. - 324 p.

75 2. Normal mode (Green/Yellow):  Standard navigation and a full set of blocks;  Hints on demand;  Normal density and standard components. 3. Power mode (Green, high resources):  Extended explanations as desired;  Fast transitions, skipping repetitions of basic material;  More complex tasks if progress is stable and fast. In effect, this turns adaptivity into ―delivery settings‖ with transparent logic, which simplifies system maintenance and pedagogical interpretation. To evaluate the effectiveness of moment-aware adaptivity approach, a minimal study design can be as follows:  Control: a regular course without moment-aware adaptation;  Adaptive: the same course with a state detector and UI modes. Outcome metrics:  Completion: percentage of modules completed to the end; number of session drop-offs (exit without completing the activity);  Efficiency: time to a correct solution; frequency of errors and repeated attempts;  Cognitive load: a brief self-report of mental effort (Paas, 9-point scale) as a validator of the state detector [13];  Knowledge retention: testing 1-2 weeks after completing a module. According to CLT, reducing extraneous load should improve long-term retention by freeing resources for germane load (schema construction). Expected effect: in the Adaptive group – fewer errors and drop-offs at moments of overload, more stable progression, increased ―controllability‖ of the learning process through interface interventions that reduce extraneous load. Additionally, better retention is expected due to more optimal use of cognitive resources. There are some limitations and ethical aspects that should be taken into consideration: