"Optimal experience and self-determination mentioned proactive human agency that students may instill a sense of motivation and encouraging. It foster a person to gain optimal learning experience in terms of sense of control, pleasure, free, and wish doing the activity. Students will score higher in those aspects with ‘‘I wanted to do it’’ learning experience which associated with high self-determination." (Bassi & Fave, 2012).

“A sense that one can control one’s actions; that is, a sense that one can in principle deal with the situation because one knows how to respond to whatever happens next” (Nakamura & Csikszentmihalyi, 2014).

"In group settings it is also reported to promote more enjoyment because of the conversation in co-active dissussions. The non-hierarchical group dynamic is intended to create a safe space for students to provide sustainable and positive constructive feedback among the group to evaluate own strengths and weaknesses on each challenge. In other words, skills could be acquired through the group processing in order to balance the level of challenge" (Murry & Lachowsky, 2021).

"The supervisor should be an active thinker in relation to the project in general to assist student to make clear decisions. Under the dialogic learning, the role and style of the supervisor should be in highly engaged with fully participation, opposed to being detached. But then, laissez-faire supervision is not fulfilled the mentioned criteria and might let students lost in the learning process" (Ravn, 2017).

"Without the clear goals with the verbal encouraging feedback from supervisors, striving for deep knowledge is inhibited internally, which is unfavorable for the positive effect on efforts and learning motivation. As a result, Goals of optimal practices cannot achieve and students cannot be in the flow state" (Phan & Ngu, 2022).