him or her self free of class distinctions,appearance issues and a host of other features.Granted, these features are important, perhapscritical in determining a potential match. However,it is also true these features can and do sometimesget in the way and obscure far more importantconsiderations. A virtual relationship has, atleast, the ability to allow less obvious featuresof an individual be “seen” first. Another potential game could allow prospectiveparents an opportunity to train before the real,human baby arrives. When my wife and I were youngand our children were newly born, we frequentlyrepeated to statement, “They don’t come with anuser’s guide.” It should be possible to build arole playing game that would put prospectiveparents into situations, both mundane and crisis, with a virtual child. I know such a training game would have benefited my wife, our kids and me.
Other potential, less personal games might, forinstance, allow college and high school kids tolearn investment strategies and how differentstrategies perform in varying economic climates. Another might teach financial management for thehousehold, confronting players with the unexpected,illustrating what happens when jobs are lost, medical bills pile up, etc.Games can often teach certain things far betterthan books and lectures, Efforts should be made to make analytical gaming part of every schoolcurricula. Educators should review the variouscourses of instruction to determine which subjectslend themselves to gaming based instruction.Likewise, some students are experiential learnersand do not do well with traditional lecture andread courses. Even in subjects that might best betaught, to the majority of students, there arestudents who would learn and retain more about suchsubjects if taught through interactive gaming.