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In their exploration of the assumptions, methods, and implications for learning inherent in the various kinds of open-ended learning environments, Hannafin, Hall, Land, and Hill (1994) noted the lack of compelling empirical evidence of how open-ended learning environments influence learning and, further, discussed the difficulty of obtaining such evidence: these environments are "designed to promote fundamentally different kinds of learning" than the field is used to studying; its tools for understanding "different kinds of learning goals" and for "assessing the successes or failures of such system" are underdeveloped; and its "design science for such systems" is "very weak" (p.