Does Difficulty even Matter? Investigating Difficulty Adjustment and Practice Behavior in an Open-Ended Learning Task

Difficulty adjustment in practice exercises has been shown to be beneficial for learning. However, previous research has mostly investigated close-ended tasks, which do not offer the students multiple ways to reach a valid solution. Contrary to this, in order to learn in an open-ended learning task, students need to effectively explore the solution space as there are multiple ways to reach a solution. For this reason, the effects of difficulty adjustment could be different for open-ended tasks. To investigate this, as our first contribution, we compare different methods of difficulty adjustment in a user study conducted with 86 participants. Furthermore, as the practice behavior of the students is expected to influence how well the students learn, we additionally look at their practice behavior as a post-hoc analysis. Therefore, as a second contribution, we identify different types of practice behavior and how they link to students' learning outcomes and subjective evaluation measures as well as explore the influence the difficulty adjustment methods have on the practice behaviors. Our results suggest the usefulness of taking into account the practice behavior in addition to only using the practice performance to inform adaptive intervention and difficulty adjustment methods.