Hypothesis
A student who sees exactly where they are stuck, and receives the smallest next step that produces a win, recovers their learning trajectory — motivation is born from success, not gifted.
Problem
Linear courses assume nobody falls behind. Everybody falls behind. The interesting problem is diagnosis and recovery, not content delivery.
Current state
Active — in production use.
Methods
- Mastery estimation over a subject knowledge graph
- Gap diagnostics: locating the failed prerequisite, not the failed exercise
- Next-step selection tuned for visible small wins
Findings
- Gap-first sequencing changes learner behaviour within days, not months
- Mastery must be modelled on the graph, not on the exercise list