Task modeling is undoubtedly a key step for task analysis during the development of iterative systems since it helps not only in the understanding of what users want but also in how to design for them. As a consequence, it should be considered as indispensable while specifying the requirements of an interactive system. With this in mind, we analyzed the requirement specifications of a typical interactive system which is a compulsory element of the final grade for a human–computer interaction course in two Master’s degree programs at the University of Valenciennes. To that end, we decided to use an approach based on project-based learning. Sixty-three requirement specifications performed since 2010 were investigated to find out how the task modeling was represented. Moreover, suggestions concerning pedagogical improvement made by the students in an open question on the evaluation form were analyzed using the ground theory method. The results showed that since students are not required to perform task modeling by the requirement specification, they do not do so even in the case of complex interactive systems. Criticism, positive and improvement issues raised by the students were also identified. In this paper, we present a detailed analysis of this study that opens up questions about HCI education and effective learning of task modeling, and, as a consequence, its potential use in industry.