If you are confused by the apparently crazy numbers in front of the following two items, it is because we have been listing two reasons for using training games in each of the past 24 issues of the GameLetter. If you are curious, you can review the back issues.

49. The trainer’s task becomes easier. In a typical classroom, the trainer spends a large amount of time and effort to focus the students’ attention on the learning task. Training games automatically motivate the students to pay attention to the task. Once the trainer gets the game started, he or she does not have to continue presenting the content and explaining the details. The students learn from different content resources and from each other. Also they receive plenty of opportunities to practice their new skills and knowledge without the trainer having to work hard.

50. Thinking at higher levels. Games do not have to be limited to mechanical drill practice activities. Design techniques are available for training games that require and reward higher-order thinking skills such as analysis, synthesis, generalization, decisionmaking, problem solving, evaluation, experimentation, invention, and forecasting.