Playing games for the serious purpose of learning creates a paradoxical situation in which participants are simultaneously involved in serious play and playful seriousness. The object of gaming is knowledge, not fun. However, the process is enjoyable and thus conducive to learning. The paradoxical nature of gaming to learn allows players freedom to experiment with new approaches, change old approaches, and even fail with impunity. After all, learning is a risky business.
Safety is ensured in the imaginative realm of play.
Each activity provides all the information necessary to conduct the experience, including directions and other handouts that can be easily copied for the participants. Some of the games do not require these handouts for participants or may have handouts to be used by the facilitator as a guide. These handouts contain all the pertinent information necessary for the group considerations. They also ensure that the group cannot project responsibility for its performance on faulty facilitator instructions, insulating the facilitator from being unwittingly drawn into authority issues that properly belong in the group. Many of the activities are designed to accommodate from 8 to 200 individuals or more.