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We report work-in-progress that aims to better understand prediction performance differences between Deep Knowledge Tracing (DKT) and Bayesian Knowledge Tracing (BKT) as well as “gaming the system” behavior by considering variation in features and design across individual pieces of instructional content. Our“non-monolithic”analysis considers hundreds of “workspaces” in Carnegie Learning’s MATHia intelligent tutoring system and the extent to which two relatively simple features extracted from MATHia logs, potentially related to gaming the system behavior, are correlated with differences in DKT and BKT prediction performance. We then take a closer look at a set of six MATHia workspaces, three of which represent content in which DKT out-performs BKT and three of which represent content in which BKT out-performs DKT or there is little difference in performance between the approaches. We present some preliminary findings related to the extent to which students game the system in these workspaces, across two school years, as well as other facets of variability across these pieces of instructional content. We conclude with a road map for scaling these analyses over much larger sets of MATHia workspaces and learner data.