Well, certainly one of the things that they do well is, uh, there-there’s an old adage, and I’m probably going to mangle this a bit, but um, that if you uh, see somebody so something, you-you sort of learn it at one level, if you uh, do it yourself, you learn it more deeply, if you teach it to somebody else, then that’s how you really want to learn the best, and I think that the adage in medical school is, you know, see one, do one, teach one that way, and really, what it comes down to is that the more interactive you are, the more you actually have to sort of take control and make decisions, and have them be your decisions and not merely reading or taking in or watching what somebody else is doing, the more we commit that to memory. And another analogy of that that everybody, I think, can identify with is, you may be a passenger in a car and be taken to the same place 20 times, and then you get behind the wheel and you realize you’re not quite sure how to get there, but once you drive there once or twice, it’s set in your memory because having to make those choices yourself, it engages a different part of our brains, and it really gets us going that way. So, I really think the inner activity, which is, by definition, at the heart of every game, is a key part of what makes education sticky, and that’s one of the reasons why games are so multifaceted and useful that way.
