Let Me Try Again: Examining Replay Behavior by Tracing Students' Latent Problem-Solving Pathways

TL;DR

This study investigates how students' replay behaviors during game-based learning reflect their problem-solving strategies and impact learning outcomes, revealing that immediate replays are generally beneficial for deeper understanding and flexibility.

Contribution

The paper introduces a novel analysis of students' problem-solving pathways using Markov Models, identifying latent states and their relation to learning outcomes in digital environments.

Findings

Immediate replay correlates with higher conceptual knowledge.

Four latent states identified: Incomplete, Optimal, Replay, and Mixed.

Replay timing influences learning effectiveness.

Abstract

Prior research has shown that students' problem-solving pathways in game-based learning environments reflect their conceptual understanding, procedural knowledge, and flexibility. Replay behaviors, in particular, may indicate productive struggle or broader exploration, which in turn foster deeper learning. However, little is known about how these pathways unfold sequentially across problems or how the timing of replays and other problem-solving strategies relates to proximal and distal learning outcomes. This study addresses these gaps using Markov Chains and Hidden Markov Models (HMMs) on log data from 777 seventh graders playing the game-based learning platform of From Here to There!. Results show that within problem sequences, students often persisted in states or engaged in immediate replay after successful completions, while across problems, strong self-transitions indicated stable strategic pathways. Four latent states emerged from HMMs: Incomplete-dominant, Optimal-ending, Replay, and Mixed. Regression analyses revealed that engagement in replay-dominant and optimal-ending states predicted higher conceptual knowledge, flexibility, and performance compared with the Incomplete-dominant state. Immediate replay consistently supported learning outcomes, whereas delayed replay was weakly or negatively associated in relation to Non-Replay. These findings suggest that replay in digital learning is not uniformly beneficial but depends on timing, with immediate replay supporting flexibility and more productive exploration.