ABSTRACT
The potential motivational and instructional benefits of games, drills, and simulations are manifold. However, neither motivation nor learning takes place automatically merely because the potential exists. Non-computer-assisted instruction educational games have been used in schools with the obvious expectation that they would facilitate learning and have positive affective outcomes, as well. Structured games were the teaching technique chosen by Moshell and his colleagues to teach basic concepts in computer science to average students. Games are the most challenging when there is no known optimal strategy. In some games, such as NIM, specific strategies always work; only the first player can win if both players employ these strategies. Such a limitation diminishes the challenge and hence the motivational quality of the game. The games employed in both the elementary school and the military studies were extrinsically instructional. Intrinsically instructional games differ from extrinsically instructional games in that the game context itself provides instruction as well as motivation.
