{
  "id": 19124,
  "url": "https://arxiv.org/abs/2608.12353",
  "title": "Visibility Asymmetry: How Vendor Attention Shapes Which EdTech Breakdowns Become Product-Visible",
  "summary": "arXiv:2608.12353v1 Announce Type: cross Abstract: Infrastructure scholarship in CSCW often treats breakdown as the moment when infrastructures become visible. However, in vendor-managed sociotechnical systems, not all breakdowns become visible to actors who have the capacity to repair them. Drawing on a retrospective qualitative study of a Chinese K-12 EdTech deployment, including 11 interviews, 5 classroom observations, and more than 28 days of field notes, this paper introduces visibility asym",
  "authors": "Lucan Li",
  "category": "research",
  "topics": "children-education",
  "orgs": null,
  "regions": "china",
  "published_at": "2026-08-14T04:00:00.000Z",
  "fetched_at": "2026-08-14T05:10:49.168Z",
  "source_slug": "arxiv-cscy",
  "source_name": "arXiv cs.CY",
  "source_homepage": "https://arxiv.org/list/cs.CY/recent",
  "ethics_ai_record_url": "https://ethics.ai/record/19124",
  "original_url": "https://arxiv.org/abs/2608.12353",
  "evidence_status": "source-only",
  "attribution": "via ethics.ai"
}