Following the practice phase, participants began the experiment.
One day after the practice phase, participants completed 10 retention and 10 transfer trials.
Participants also received visual feedback regarding their accuracy on each trial during the practice phase of the experiment.
In this practice phase, the teacher might carry on instructional conversations with individual learners and offer mediation when necessary.
The experimental procedure included a practice phase, followed by an instruction phase and then an experiment phase.
All four groups – EF/AS, EF, AS, and C (control) – completed a practice phase consisting of 60 trials.
We proceeded with this procedure in the order of introduction phase, followed by a practice phase and then an experimental phase.
The practice phase exactly matched the study and test phases in all respects except for the use of female target faces and the exclusion of a distractor task.
Prior to and several times during the practice phase, participants watched the same video demonstration of the bowling action but with different voice-over instructions.
To answer the first research question about student activity, we measured the number of submitted solutions in the practice phase; an equivalent measure could be used for all four courses (2014 2017).
The creative practice phase also involves research and focuses on understanding the rational knowledge developed in the systematic phase, including the basic principles and design strategy, as well as on the application of these concepts to the design problem.
