Research has shown that games are able to engender educational settings that better the process of learning and enhance the execution and achievement of tasks. These studies, however, have only used games with automatic, responsive interfaces, or active games. Although effective, these video games necessitate the expenditure of human, physical, and monetary resources, and are, therefore, not inclusive of all populations. Alternatively, passive games are structured around the same principles as active games, but do not require programmed platforms. This study presents the theoretical design, development and implications of a passive game that is to be used in undergraduate psychology classes.
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