I

don't know, the problem is you talk in such colourful ways and I spend more and more time out of the classroom reading about stuff and writing about stuff, which is great in a sense because it's a luxury, but it also makes everything a bit drier because often there's a teacher educator audience rather than just the teaching audience that you're writing for.

But having said that, that's my kind of disclaimer if my answer's too boring.

I think about a perfect game needing sort of ideally having these three kind of ingredients from a mathematical perspective.

And, you know, for the game to sort of be mathematically integrated, it does need to have a choice that's well aligned with the learning objectives that I said.

So, and you want that to be like the strategic thinking in the game is well aligned with the mathematical learning focus.

And that's where students' choices sort of lie within the game structure.

So is the competition part actually helping learning or is it just helping engagement? And is the competition important in regards to running a maths game or implementing a maths game in the classroom?