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So, depending on the aim of the redoing task, some efforts are apparent.
Following Ellström's (1992) notion that competence is related to the ability to perform a job that is successfully performed, it could be questioned whether a redoing task that is redone because of changes from the site manager or architect can be interpreted as a successful job that enhances the development of vocational competences.
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Some put in ludicrously long hours redoing tasks, chasing an ideal only they could see.
The relationship between problem-solving dilemmas that result in redoing tasks and the student's motivation for the assigned task is distinct.
It can be discussed whether the frequency of redoing tasks and the ability to participate in more tasks is coherent with each other in this PBVE.
The process of redoing tasks indicates insecurity or poor communication between the teacher and the site manager about how something should be done.
One issue that affects the ability to gain vocational competence follows the problem-solving dilemmas that result in redoing tasks and the slow progress in the building process.
At the same time there were students who said that they often redid tasks over and over, because different teachers were saying different things.
This study indicates that students are forced to redo many tasks that were already completed earlier, and that these redoing tasks lead to passivity, which seems to have an impact on motivation.
However, the students also refer to some of the redoing tasks as good learning situations that never occur at a real worksite.
Considering the number of redoing tasks, it seems that it is not clarified who is responsible in this problem-solving process.
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Since I tried Ludwig back in 2017, I have been constantly using it in both editing and translation. Ever since, I suggest it to my translators at ProSciEditing.

Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com