HCD.9:3 - Forces

• An unaided first response can reveal current action, while safety, privacy, irreversibility, or high consequence may require early intervention.
• Immediate feedback can stop error rehearsal, while a safe delay may be needed to observe the learner’s initial reasoning.
• A detailed explanation can support a novice, while it can also replace the action the learner was meant to perform.
• Scores are easy to compare, while the learner needs information about a criterion, error, and next move.
• Reusing a task makes correction economical, while a changed condition may be needed to distinguish understanding from answer memory.
• Preserving passed requirements saves effort, while a new answer can sometimes contradict them and reopen their status.
• Focused repetition can improve performance in the practised conditions, while accumulated practice history does not establish a universal causal dose or cross-domain transfer.
• Provider and tool support can make practice feasible, while help actually received must remain visible in the result.