Revelation of Task Difficulty in AI-aided Education
This work addresses the problem of optimizing learning experiences in AI-aided education by exploring task difficulty revelation, but it appears incremental as it builds on existing research on perceived difficulty without introducing major new paradigms.
The paper investigates how revealing the true difficulty of a task affects student performance, motivation, self-efficacy, and subjective task value through an experiment with matchstick riddles, finding that such revelation can influence these factors, though specific numerical results are not provided in the abstract.
When a student is asked to perform a given task, her subjective estimate of the difficulty of that task has a strong influence on her performance. There exists a rich literature on the impact of perceived task difficulty on performance and motivation. Yet, there is another topic that is closely related to the subject of the influence of perceived task difficulty that did not receive any attention in previous research - the influence of revealing the true difficulty of a task to the student. This paper investigates the impact of revealing the task difficulty on the student's performance, motivation, self-efficacy and subjective task value via an experiment in which workers are asked to solve matchstick riddles. Furthermore, we discuss how the experiment results might be relevant for AI-aided education. Specifically, we elaborate on the question of how a student's learning experience might be improved by supporting her with two types of AI systems: an AI system that predicts task difficulty and an AI system that determines when task difficulty should be revealed and when not.