The earlier in the process a student reaches the main idea, the better the structural principle is challenged. Lessons from the experiment suggest that getting a main idea and utility properties reconciled is a challenge that encourages students so that they will have a better drive in the process than students who work from a context adjustment solely. Reflection on the formgiving process was supported by a theoretical division into form elements. This was also used in discussion of a form’s weakness and strength with respect to the design specification. Both the leading features and the form elements were also.
