Jordan Shapiro said:
The majority of [learning] games fail because they attempt to teach skills rather than thinking. They focus on retention rather than understanding. They miss the whole reason we should be excited about game-based learning in the first place: because it offers the potential to change the common way we approach teaching and learning. Games can help students improve their critical thinking and problem-solving capabilities while offering clear assessment data that could eliminate our dependency on regurgitation and memorization-based evaluations.
Expressing a similar concept, mathematics learning experts often make a distinction between “procedural fluency” and “mathematical thinking,” or “number sense.” Procedural fluency is just what it sounds like, being competent at executing mathematical procedures – like a human calculator. Mathematical thinking has to do with conceptual understanding. . . . simply put: computers can now do most procedural mathematics and individuals need to focus on learning number sense.