The Document Engineering textbook series, aimed at Vietnamese learners aged 14 and up, opens with a volume on file systems whose pedagogical surface is unusually wide: the 14+ audience arrives with mature but unreflective filename and folder intuition, derived almost entirely from a Desktopdump pattern carried over from primary-school computer use. Linear curriculum design fails on this surface because individual learners enter at heterogeneous knowledge states. This paper applies Knowledge Space Theory (KST), introduced by Doignon and Falmagne in 1985 and operationalised at scale by the ALEKS system since the mid-1990s, to model file-organisation mastery as a directed prerequisite graph rather than as a linear sequence. The graph contains 36 atomic skill nodes organised in six strata: S0 Desktop-only baseline (4 nodes), S1 singlefolder organisation (5 nodes), S2 hierarchical folders plus adhoc naming (6 nodes), S3 naming convention plus folder-perproject plus dated archives (7 nodes), S4 project workflows with drafts/final/archive sub-directories plus README plus version markers (8 nodes), S5 cross-project library with templates, shared assets, and backup discipline (6 nodes). Each node carries an id, short label, prerequisite-id list, evidence-of-skill check, and characteristic misconception. The graph satisfies the KST union-closure property and admits a well-graded learningspace refinement on the Cosyn-Uzun 2009 axiomatisation. The contribution to the textbook series is a chapter-sequencing rule and an exercise-difficulty progression rule. The scope is explicitly 14+ school-project, capstone, and science-fair context; researchgrade workflow is out of scope. No cohort study is conducted; the audit loop is the quality bar per program scope.
That Le (Tue,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: