This learning cycle has been largely ignored in engineering education, and, in many cases, tossed out as irrelevant in design. To be fair, teachers of engineering analysis have developed an incremental approach, and their curricula have followed portions of the learning cycle, albeit at one extreme. They cover what can be called the model world, and learning proceeds through the self-contained world of paper models. First, students learn basic mathematics in grade school, algebra in high school, and then calculus. Next, in engineering school, they apply the learned calculus to problems described on paper.
Explanations are on paper.
Problems are posed on paper. Homework is on paper. Tests are on paper. The problems do increase in intellectual difficulty, with less information provided. However, students are rarely given a piece of hardware and told to engineer a fix for it, much less use analysis to explain the problem with the hardware.