**Dimension 3: Promotive interaction**

Approach 1: Structured approach.

*'I noticed that there were some very motivated students, often with a very specific role, who encouraged and motivated their less active groupmates.'*

*'The more the students solved the challenges, the more involved and the more active they became as a group.'*

#### Approach 2: Semi-structured approach.

*'In the first challenge, I had to step in, especially when roles were being defined. In doing so, I was able to help guide the group members to reach a consensus over who would get which role.'*

*'I noticed that some groups needed to stop and rethink their actions and strategies. I encouraged them more than once to do so.'*

Approach 3: Non-structured approach.

*'When the students have had a meeting prior to tacking the challenge, they end up resolving it in a much more e*ffi*cient way.'*

*'I had to intervene when I noticed that one of the group members was becoming very anxious and upset.'*

*'I was very pleased to see that some groups tried various alternatives to resolve the challenge.'*

*'The students realised that they had to encourage, talk to and help their teammates in order to resolve the challenge.'*
