This study arises from the question of how learners experience different learning arrangements while learning to develop competence-based tasks with a new digital workbench. The study compares a guided arrangement with worked examples to an exploratory learning scenario. Leading questions for the design of the study and analysis are as follows: Does the guided group develop more tasks? Does the explorative group test more functionalities of the digital workbench? Does the guided group report lower cognitive load and a more positive attitude toward the workbench? The analysis of the elements created within the workbench reveals that the guided group was able to develop more tasks, while there was no difference in quality. The data show that the explorative group was able to test more functionalities; however, the difference was not significant. The results of the questionnaire show that the overall cognitive load also did not differ significantly. There are differences in the scales, which are discussed more deeply in this article. Regarding the further use of the digital workbench , both groups report a positive attitude. It can be concluded that learning to use a new digital environment for developing examination tasks should be supported; however, the form of guidance can be subject to further investigation.