Abstract: We are analyzing transactional data of online physics homework and content access in order to explore a mechanism that may foster productive learning strategies, namely reading up on concepts and accessing appropriate preparatory materials. In contrast, currently failed attempts to solve online homework frequently lead to unproductive behavior, such as guessing or copying, presumably partly because learners are not presented with assistance. In this study, the event of a learner failing to solve a particular physics problem, accessing other online resources, and then succeeding on that same problem is used to identify potentially helpful resources for future learners. It was found that these events indeed allow for constructing a considerable number of recommendations with acceptable accuracy.