The problem
Completion, streaks and time spent can show participation without showing competence. A learning product can make practice feel smooth while giving too much assistance for the learner to develop independent judgment.
Our working thesis
Task-based practice, specific feedback and appropriately reduced assistance may create a stronger learning loop. The hardest design problem is often choosing a meaningful assessment that feels connected to the learner’s goal.
What would help us learn
We would compare performance before and after practice, include an unfamiliar task and test whether improvement persists. The evaluation should distinguish a better answer produced with assistance from a stronger skill the learner can use alone.
If you can show progress through work rather than engagement alone, we would like to understand your approach.