That all sounds right, but I want to invert your setup.
If someone is playing too many hands, your first hypothesis is that they are too loose and making mistakes. If someone folds for 30 minutes, then steals the blinds once, then folds some more, you will have a hard time telling whether they’re playing wrong or have had a bad run of cards.
But in either case, it is going to be significantly harder for them to tell, from inside their own still-developing understanding of the game, whether the things that are happening to them are evidence about their own mistakes or anomalous luck or just the way the game is. Even more so if their opponents are playing something close to GTO rather than playing way-off-equilibrium exploits.
And, from a pedagogical perspective, the thing that I am usually trying to optimize for as a teacher is whether the game teaches itself to a student who is still largely confused—not whether the game can be appreciated by a student who has already reached a level of understanding of the concepts it’s being used to teach.
That all sounds right, but I want to invert your setup.
If someone is playing too many hands, your first hypothesis is that they are too loose and making mistakes. If someone folds for 30 minutes, then steals the blinds once, then folds some more, you will have a hard time telling whether they’re playing wrong or have had a bad run of cards.
But in either case, it is going to be significantly harder for them to tell, from inside their own still-developing understanding of the game, whether the things that are happening to them are evidence about their own mistakes or anomalous luck or just the way the game is. Even more so if their opponents are playing something close to GTO rather than playing way-off-equilibrium exploits.
And, from a pedagogical perspective, the thing that I am usually trying to optimize for as a teacher is whether the game teaches itself to a student who is still largely confused—not whether the game can be appreciated by a student who has already reached a level of understanding of the concepts it’s being used to teach.